Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders
(eBook)

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Published
ASCD, 2019.
Format
eBook
Status
Available Online

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Language
English
ISBN
9781416626725

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APA Citation, 7th Edition (style guide)

Connie M. Moss., Connie M. Moss|AUTHOR., & Susan M. Brookhart|AUTHOR. (2019). Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders . ASCD.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Connie M. Moss, Connie M. Moss|AUTHOR and Susan M. Brookhart|AUTHOR. 2019. Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders. ASCD.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Connie M. Moss, Connie M. Moss|AUTHOR and Susan M. Brookhart|AUTHOR. Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders ASCD, 2019.

MLA Citation, 9th Edition (style guide)

Connie M. Moss, Connie M. Moss|AUTHOR, and Susan M. Brookhart|AUTHOR. Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders ASCD, 2019.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work ID4bede671-a0e7-3338-20f8-85b6edc20d57-eng
Full titleadvancing formative assessment in every classroom a guide for instructional leaders
Authormoss connie m
Grouping Categorybook
Last Update2023-08-15 21:00:35PM
Last Indexed2024-03-27 03:05:25AM

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Hoopla Extract Information

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    [synopsis] => Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it.
In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together-every day, every minute-to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go?
Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. 
Using specific examples based on their extensive work with teachers, the authors provide

-Strategic talking points and conversation starters to address common misconceptions about formative assessment;

-Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; 

-Ways to model the elements of formative assessment in conversations with teachers about their professional learning;

-"What if" scenarios and advice for how to deal with them; and

-Questions for reflection to gauge understanding and progress.

As Moss and Brookhart emphasize, the goal is not to "do" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome.
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