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Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders, by Connie M. Moss, Susan M. Brookhart
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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 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 elements of formative assessment: (1) sharing learning targets and criteria for success, (2) feedback that feeds forward, (3) student goal setting, (4) student self-assessment, (5) strategic teacher questioning, and (6) engaging students 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;
* 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.
- Sales Rank: #52472 in Books
- Brand: Brand: Association for Supervision n Curriculum Development
- Published on: 2009-12-18
- Original language: English
- Number of items: 1
- Dimensions: 9.87" h x .36" w x 7.85" l, .76 pounds
- Binding: Paperback
- 165 pages
- Used Book in Good Condition
From the Inside Flap
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 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 elements of formative assessment: (1) sharing learning targets and criteria for success, (2) feedback that feeds forward, (3) student goal setting, (4) student self-assessment, (5) strategic teacher questioning, and (6) engaging students 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;
* 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.
About the Author
Susan M. Brookhart, Ph.D., is an independent educational consultant and author based in Helena, Montana. Dr. Brookhart's interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. She was the 2007-2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education. She is author or co-author of 16 books and more than 60 articles and book chapters on classroom assessment,teacher professional development, and evaluation. She serves on the editorial boards of several journals.
Most helpful customer reviews
13 of 13 people found the following review helpful.
Excellent Resource
By Tempest
I am the curriculum and instructional director for a school district. We are currently rewriting our curriculum. I have ordered several professional development books for teachers to us as a resource on formative assessments. This one is rarely on my check-out shelf for more than a day! My teachers and principals find it very useful.
2 of 2 people found the following review helpful.
Fundamentals are strong, but book is short with only a few resources
By Garrett Zecker
This book by Moss and Brookhart is an overview of the different methodology behind formative assessment, how it works with the classroom community to bridge learning with proper quality questioning, and methods to measure your own success in the implementation of a variety of formative assessment models to make sure that your students are finding a variety of opportunities to prove their knowledge throughout the process of instruction.
I enjoyed this book, and the resources they provide throughout the text are helpful and immediately implementable in the classroom. I have found that using formative assessment in a variety of ways is extremely helpful in keeping students engaged, and allowing them to understand the level of discourse that is required in the classroom and required of the texts we are reading or the pieces we are writing. While I have used formative assessment for a long time, the methods that are presented (and ways of measuring the implementation) are useful and easy to roll out in planning lessons, discussions, and checking student growth.
That said, there are a lot of things that this book is wholly bizarre – for instance, the insistence and reiteration by the authors that if it were only for correct quality questioning, an instructor could find that students have a great deal more motivation, buy in, and engagement with their education overall. I thought that this was ridiculous – especially in classrooms where I have a lot of high-poverty, English Language Learners, or other types of education-gap-challenged students trying to navigate the higher levels with the same strategies that didn't work in earlier levels. They will literally say, “I didn't read that,” in response to questioning, and if they haven't read there is no opportunity for discussion. I think that this claim in a technical manual is completely unfounded, and yet it isn't presented as a suggestion but as untested fact.
I also think that this book is not worth the price tag that is printed on it. It is helpful, but at a little over 150 pages of techniques that are a little helpful, $30 is steep. I think I wouldn't mind if there was a great deal more resources in the book or available online to people who purchased the book, but this seems like a publisher who is parading around something that could easily be similarly presented in a few minutes with the handouts as a supreme technical manual. Also, some of the research is somewhat anecdotal and opinion, but is presented as fact.
Regardless, there are some really helpful elements of this text, and I think that if it weren't so expensive it would be a useful tool for any teacher at any level to have on their bookshelf... but wait for a used copy.
1 of 1 people found the following review helpful.
Great explanation of how to assist students to be more ...
By Kelley Key
Great explanation of how to assist students to be more involved in their own learning through goal setting and the teacher's role in guiding learning with action oriented formative assessments.
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