Skip to main content
SEARCHWORKS (SU CATALOG) | DATABASES | E-JOURNALS | SUL HOME | GSE | SU HOME

Informing the practice of teaching using formative and interim assessment : a systems approach

Publication Type:

Book

Source:

MARCES book series (2013)

Call Number:

Cubb LC3071 .I53 2013

URL:

http://searchworks.stanford.edu/view/9959551

Keywords:

Academic achievement--United States--Evaluation, Educational tests and measurements--United States

Abstract:

Contents: Connecting the dots: formative, interim, and summative assessment / Dylan Wiliam, Gage Kingsbury, and Steven Wise -- Evidence centered design in advanced placement / Lori Nebelsick-Gullett, Cindy Hamen Farrar, Kristen Huff, and Sheryl Packman -- Integrating student standardized and formative assessments with the National Board for Professional Teaching Standards' teacher development process / Joan Chikos Auchter -- Using assessment information in real time: what teachers need to know and be able to do / Margaret Heritage -- The instructional influence of interim assessments: voices from the field / Lisa M. Abrams and James H. McMillan -- Sourcing instructionally embedded formative assessments -- Marrying periodic and summative assessments: I do / William D. Schafer, Kimberly O'Malley, Emily Lai, Katie McClarty, and Denny Way Pearson -- Comprehensive assessment systems in service of learning: getting the balance right / Susan M. Brookhart -- Errors in student learning and assessment: the Learning Errors and Formative Feedback (LEAFF) Model / Jacqueline Leighton, Man-Wai Chu, and Paolina Seitz -- Toward a technical theory for systems for learning: the role of information / Paul Nichols and Charles DePascale -- Productive formative assessment ALWAYS requires local district preparation / Rick Stiggins.

Publication Language:

eng