In the second edition of this pivotal work by Kim Bailey and Chris Jakicic, you will discover updated and improved resources to use formative data to support higher levels of student learning. Data-driven techniques and new tools will guide you in improving collaboration and student engagement throughout the assessment process. Teams can use the…

A robust body of evidence supports the finding that particular teaching and assessment strategies in the K-12 classroom can improve student achievement. While experts have identified many effective teaching and learning practices in the assessment for learning literature, teachers' knowledge and use of "high leverage" formative…

After the passage of "No Child Left Behind," and especially after Obama-era Race to the Top initiatives, rising accountability for improved achievement and widespread dissatisfaction with the instructional value of statewide test reports led many school districts to purchase computer-adaptive "interim" testing systems. A common…

In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants' verbal or writing…

This edited volume presents innovative current research in the field of Science Education. The chapter's deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from…

Purpose: The purpose of this article is to present alternative views on the theory and practice of "formative assessment" (FA), or assessment to support teaching and learning in classrooms, with the purpose of highlighting its value in education and informing discussions on educational assessment policy. Methodology/approach: The method…

The National Science Education Standards are designed to provide a vision of scientific literacy for "all" students--regardless of age, race, ethnic background, English-language proficiency, socioeconomic status, disability, or giftedness. One of the most powerful strategies in science instruction--which aligns with the Standards--is the use of…

The language of formative assessment, sometimes referred to as "assessment for learning" (AFL), is becoming ubiquitous within international educational discourse. Despite this, levels of common understanding might be considered questionable since the concept appears to have been subject to many different interpretations and to have…

Despite clear evidence that formative assessment creates vantage points throughout the teaching-learning cycle for both teachers and students, research suggests that teachers are not taking advantage of the full cadre of formative assessment strategies available to them--particularly those that have been associated with improved student learning…

Emphasizes the importance of formative assessment in the teaching and learning process and the role technology can play in advancing assessment practices. Describes work undertaken by attendees of the Center for Innovative Learning Technologies (CILT) workshop highlighting key issues that were discussed and areas for further development including…

In a recent survey, various methods used by kibbutz teachers in evaluating student academic progress included: (1) formative vs. summative evaluation; (2) goal-related evaluation; (3) individualized evaluation vs. uniform standard evaluation; and (4) informal evaluation. (JN)

Discusses the nature and function of formative assessment in the development of students' expertise for evaluating the quality of their own work. Highlights include the transition from teacher-supplied feedback to learner self-monitoring; qualitative judgments; communicating standards to students; multicriterion judgments; and implications for the…

Discussion of instructional materials that teach knowledge and skills needed for technical training focuses on cooperative development between U.S. and Canadian educators and the Agency for Instructional Technology (AIT) to produce the "Math Works" and "Principles of Technology" materials. Learning skills are discussed, and…

Maintains that three curriculum goals (understanding, appreciation, and life application) lie at the core of constructivist teaching and should guide methods of assessment. Authentic assessment techniques could include the evaluation of students' written positions on important issues, descriptions of what they have learned, and student portfolios.…

The Toronto-born Computer-Supported Intentional Learning Environment System (CSILE) is an advanced computer-supported cooperative learning system being developed at the Ontario Institute for Studies in Education. This system has been refined by working closely with teachers and students engaged in an educational approach called…