Embedded Formative Assessment (Strategies For Classroom Formative Assessment That Drives Student Engagement And Learning)

Embedded Formative Assessment (Strategies For Classroom Formative Assessment That Drives Student Engagement And Learning)

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. Changes for the Second Edition: Over 30 percent new content including new research, techniques, examples, and templates New insights into the current state of education and how these changes affect student performance and teacher practice A deeper discussion of educational neuroscience, including memory studies and dual-pathway theory Contents: Chapter 1: Discovering Why Educational Achievement Matters Chapter 2: Making the Case for Formative Assessment Chapter 3: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria Chapter 4: Eliciting Evidence of Learners' Achievement Chapter 5: Providing Feedback That Moves Learning Forward Chapter 6: Activating Students as Instructional Resources for One Another Chapter 7: Activating Students as Owners of Their Own Learning Review "Dylan Wiliam's latest work seamlessly weaves research with practicality, big ideas with accessible classroom examples, and grassroots movements with global trends. Wiliam is refreshingly honest in his analysis of what most impacts learning, and he leaves the reader more convinced than ever that assessment does indeed form the bridge between teaching and learning." --Myron Dueck, Author and Vice Principal, Summerland Secondary School, Summerland, British Columbia, Canada "In Embedded Formative Assessment, Dylan Wiliam uses theory and evidence to explain how the detailed strategies of formative assessment work to increase student engagement and learning. In so doing, he helps teachers gain a deep understanding of this powerful means for improving their practice." --Lorrie A. Shepard, Distinguished Professor, University of Colorado-Boulder "Embedded Formative Assessment, Second Edition, furnishes key formative assessment processes boiled down to easy-to-implement procedures that result in increased student success. Wiliam provides an excellent balance between research and practice. His examples and implementation recommendations provide a clear path to successful classroom experiences." --Eileen Depka, Author, Formative Assessment in the RTI Framework About the Author Dylan Wiliam, PhD, is a consultant who works with educators in North America, the United Kingdom, and many other countries to develop effective, research-based formative assessment practices. He is former deputy director 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. Dr. Wiliam was also, from 2003 to 2006, senior research director at the Educational Testing Service in Princeton, New Jersey