Embedding formative assessment: practical techniques for K-12 classrooms; Dylan Wiliam; 2015
Embedding formative assessment: practical techniques for K-12 classrooms; Dylan Wiliam; 2015

Embedding formative assessment: practical techniques for K-12 classrooms

av Dylan Wiliam

  • Utgiven: 2015
  • ISBN: 9781941112298
  • Sidor: 272 st
  • Förlag: Learning Sciences International
  • Format: Häftad
  • Språk: Engelska

Om boken

Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with an overview of each strategy and practical formative assessment techniques for implementing it in K-12 classrooms: Clarifying, sharing, and understanding learning intentions and success criteria Engineering productive discussion and activities that elicit evidence of learning Providing feedback that moves learners forward Activating students as learning resources for each other Activating students as owners of their own learning The authors provide guidance on when and how to use the specific techniques, along with tips, cautions, and enhancements to sustain formative assessment.

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Mer om Embedding formative assessment: practical techniques for K-12 classrooms (2015)

2015 släpptes boken Embedding formative assessment: practical techniques for K-12 classrooms skriven av Dylan Wiliam. Den är skriven på engelska och består av 272 sidor. Förlaget bakom boken är Learning Sciences International.

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Harvard

Wiliam, D. (2015). Embedding formative assessment: practical techniques for K-12 classrooms. Learning Sciences International.

Oxford

Wiliam, Dylan, Embedding formative assessment: practical techniques for K-12 classrooms (Learning Sciences International, 2015).

APA

Wiliam, D. (2015). Embedding formative assessment: practical techniques for K-12 classrooms. Learning Sciences International.

Vancouver

Wiliam D. Embedding formative assessment: practical techniques for K-12 classrooms. Learning Sciences International; 2015.