Establishing a Classroom Context for Effective Formative Assessment provides pre-service and in-service teachers with practical strategies for creating learning environments that are conducive to the implementation of formative assessment. The book focuses on the rules, norms, routines, and cultural activities that comprise classroom context; the strategies used to introduce, use, and practice them; and their importance to assessment procedures that improve teaching and student achievement. Lessons learned from fourteen middle school teachers illustrate how tranquil, appropriate social climates can help students concentrate, succeed, and focus on the substantive meaning of academic work.
Reihe
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Postgraduate and Professional
Maße
Höhe: 229 mm
Breite: 152 mm
ISBN-13
978-0-415-78415-3 (9780415784153)
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Schweitzer Klassifikation
Maria Araceli Ruiz-Primo is Professor of Educational Psychology, Director of the School of Education & Human Development (SEHD) Research Center, and Director of the Laboratory of Educational Assessment, Research, and InnovatioN (LEARN) at the University of Colorado Denver, USA.
Deanna Iceman Sands is Dean of the College of Education at Seattle University and Professor Emerita at the University of Colorado Denver, USA.
Heidi Kroog is Senior Research Analyst in the Department of Accountability, Research, and Evaluation at Denver Public Schools, Colorado, and Post-Doctoral Researcher in the Laboratory of Educational Assessment, Research, and InnovatioN (LEARN) at the University of Colorado Denver, USA.
Autor*in
Stanford University, USA
Introduction
The Study
Establishing Classroom Contexts for Effective Formative Assessment Practices
Observed Classroom Contexts
Linking Classroom Context and Formative Assessment Practices
