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Embedded Formative Assessment: (Strategies for Classroom Assessment That Drives Student Engagement and Learning)

AUTHOR Wiliam, Dylan
PUBLISHER Solution Tree (10/20/2017)
PRODUCT TYPE Paperback (Paperback)

Description

By integrating classroom formative assessment practices into daily activities, educators can substantially increase student engagement and the rate of student learning. The second edition of this best-selling book by Dylan Wiliam presents new research, insights, and formative assessment strategies teachers can immediately apply in their classrooms. Updated examples and templates are included to help teachers elicit evidence of learning, provide meaningful feedback, and empower students to take ownership of their education.


?Implement effective assessment strategies in the classroom by:

  • Reviewing the five key strategies of formative assessment in the classroom.
  • Learning more than 50 practical techniques for classroom formative assessment.
  • Examining research that states classroom formative assessment is the most impactful and cost-effective approach to raising student academic achievement.
  • Exploring the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments.
  • Discovering new insights into the current states of education and employment, and a discussion of how these changes affect student performance and teacher practice.


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Product Format
Product Details
ISBN-13: 9781945349225
ISBN-10: 1945349220
Binding: Paperback or Softback (Trade Paperback (Us))
Content Language: English
Edition Number: 0002
More Product Details
Page Count: 240
Carton Quantity: 27
Product Dimensions: 6.93 x 0.55 x 9.92 inches
Weight: 1.14 pound(s)
Feature Codes: Bibliography, Index
Country of Origin: US
Subject Information
BISAC Categories
Education | Teaching - General
Education | Evaluation & Assessment
Dewey Decimal: 371.102
Library of Congress Control Number: 2017020334
Descriptions, Reviews, Etc.
publisher marketing

By integrating classroom formative assessment practices into daily activities, educators can substantially increase student engagement and the rate of student learning. The second edition of this best-selling book by Dylan Wiliam presents new research, insights, and formative assessment strategies teachers can immediately apply in their classrooms. Updated examples and templates are included to help teachers elicit evidence of learning, provide meaningful feedback, and empower students to take ownership of their education.


?Implement effective assessment strategies in the classroom by:

  • Reviewing the five key strategies of formative assessment in the classroom.
  • Learning more than 50 practical techniques for classroom formative assessment.
  • Examining research that states classroom formative assessment is the most impactful and cost-effective approach to raising student academic achievement.
  • Exploring the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments.
  • Discovering new insights into the current states of education and employment, and a discussion of how these changes affect student performance and teacher practice.


Show More

Author: Wiliam, Dylan
Dylan Wiliam, PhD, is a consultant who works with educators all over the world to develop effective, research-based teaching. He is former deputy director (Provost) of the Institute of Education at the University of London. From teaching in urban public schools to directing a large-scale testing program to serving in university administration, his professional path has led to a variety of positions at the forefront of education. After completing an undergraduate degree in science and mathematics, he taught mathematics, science and English in private and urban public schools for eight years during which time he gained further degrees in mathematics and mathematics education. In 1984 he joined the faculty of Chelsea College, University of London, which later became part of King's College London. Here, he worked on developing innovative assessment schemes in mathematics before taking on the leadership of the College's mathematics teacher preparation program. From 1989 to 1991, Dr. Wiliam served as the academic coordinator of the Consortium for Assessment and Testing in Schools, which developed a variety of assessments for the national curriculum of England and Wales. He then returned to King's College to serve as Dean of the School of Education before being promoted to assistant principal of the college. From 2003 to 2006 Dr. Wiliam was senior research director at the Educational Testing Service in Princeton, New Jersey. During his academic career, he has written over 300 books, chapters and articles including a major review of research on formative assessment coauthored with Paul Black. He left the University of London in 2010 to focus on working more directly with teachers, and now spends his time working with teachers all over the world on improving teaching and learning. He lives physically in Princeton, NJ and virtually at www.dylanwiliam.net. You can follow him on Twitter at @dylanwiliam.
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Paperback