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Formative Assessment

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Results For: Capacities: Formative Assessment

Titles

"But now I feel I want to give it a try": Formative assessment, self-esteem and a sense of competence

'How does your teacher help you to make your work better?' Children's understanding of formative assessment.

'They don't give us our marks': The role of formative feedback in student progress

A critical review of research on formative assessments: The limited scientific evidence of the impact of formative assessments in education

A descriptive analysis of state-supported formative assessment initiatives in New York and Vermont

A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students

A framework for evaluating and planning assessments intended to improve student achievement

A new formative assessment technology for reading and writing

A pleasant surprise

A synopsis of Hattie & Timperley’s “Power of feedback”

Advancing formative assessment in every classroom: A guide for instructional leaders

Assessment of- or in- the zone of proximal development

Assessment and classroom learning

Assessment and learning

Assessment crisis: The absence of assessment FOR learning

Assessment for learning in upper elementary grades

Attributes of effective formative assessment

Classroom assessment: Minute by minute, day by day

Classroom assessment: Principles and practice for effective standards-based instruction (5^th ed.)

Classroom assessment: Supporting teaching and learning in real classrooms

Classroom assessment: What teachers need to know (6^th ed.)

Classroom assessments that inform instruction

Classroom interaction in science: Teacher questioning and feedback to students’ responses

Cognitive perspectives on peer learning

Commentary: Evaluating the validity of formative and interim assessment

Connecting formative assessment research to practice: An introductory guide for educators

Developing formative assessment in the classroom: Using action research to explore and modify theory

Developing measurement theory for classroom assessment purposes and uses

Developing the theory of formative assessment

Differential improvement in student understanding of mathematical principles following formative assessment intervention

Educational assessment in the 21^st century: Connecting theory and practice

Educational assessment knowledge and skills for teachers

Educational assessment special issue: Assessing to teach

Effects of differential feedback on students’ examination performance

Embedded formative assessment

Expanding views about formative classroom assessment: A review of the literature

Exploring tensions in developing assessment for learning

Feedback and self-regulated learning: A theoretical synthesis

Formative assessment and next-generation assessment systems: Are we losing an opportunity?

Formative assessment and science education

Formative assessment strategies for every classroom (2^nd ed.)

Formative assessment: A critical review

Formative assessment: A meta-analysis and a call for research

Formative assessment: Bridging the research-practice divide

Formative assessment: Can the claims for effectiveness be substantiated?

Formative assessment: Examples of practice

Formative assessment: Policy, perspectives, and practice

Formative classroom assessment: Theory into practice

From testing to productive student learning: Implementing formative assessment in Confucian-Heritage settings

Games as formative assessment environments: Examining the impact of explanations of scoring and incentives on math learning, game performance, and help seeking.

Handbook of formative assessment

How to assess higher-order thinking skills in your classroom

How to give effective feedback to your students

Impact of incentives on the use of feedback in educational videogames (CRESST Report 813)

Incremental and predictive utility of formative assessment methods of reading comprehension

Informing the practice of teaching using formative and interim assessment: A systems approach

Inside the black box: Raising standards through classroom assessment

Keeping learning on track: Classroom assessment and the regulation of learning

Knowing and doing: What teachers learn from formative assessment and how they use the information

Learning about assessment: An evaluation of a ten-state effort to build assessment capacity in high schools

Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique

Mirror, mirror on the wall: Identifying the processes of classroom assessment

Motivation to learn

New assessment beliefs for a new school mission

New frontiers in formative assessment

On the fidelity of implementing embedded formative assessments and its relation to student learning

On the impact of formative assessment on student motivation, achievement, and conceptual change

Peer assessment

Peer feedback: Who, what, when, why, and how. Using data-driven practices, such as peer feedback, teachers can improve classroom instruction and student learning

Portfolio assessment

Promoting learning and achievement through self-assessment

Promoting student ownership of learning through high-impact formative assessment practices

Reconceptualizing validity for classroom assessment

Relationships between teacher knowledge, assessment practice, and learning- Chicken, egg, or omelet (CRESST Report 809)

SAGE Handbook of research on classroom assessment

Self- and peer-assessment and taking responsibility: The science teachers’ role in formative assessment

Self-assessment through rubrics

Seven practices for effective learning.

Special Issue on embedded formative assessment

Special Issue: By the Numbers: How data use is transforming the classroom

Student self-evaluation in grade 5-6 mathematics effects on problem-solving achievement

Student-involved assessment FOR learning

Successful students’ formative and summative uses of assessment information

Supporting classroom assessment practice: Lessons from a small high school

Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being

Teacher inquiry into formative assessment practices in remedial reading classrooms

Teachers developing assessment for learning: Impact on student achievement

The challenge of formative assessment in mathematics education: Children’s minds, teachers’ minds

The effects of POWERSOURCE assessments on middle-school students’ math performance

The impact of classroom evaluation practices on students

The mathematics assessment collaborative: Performance testing to improve instruction

The missing disciplinary substance of formative assessment

The next generation of testing

The past, present, and future of curriculum-based measurement research

The role of classroom assessment in teaching and learning

Towards coherence between classroom assessment and accountability

Using assessment to inform instructional decisions: How hard can it be?

Using common formative assessments as a source of professional development in an urban American elementary school

Using formative assessment to support complex learning in conditions of social adversity

Using key conceptual ideas to improve teacher use of formative assessment data

Using student data to improve teaching and learning. Findings from an evaluation of the Formative Assessments of Student Thinking in Reading (FAST-R) program in Boston elementary schools

What a difference a word makes: Assessment FOR learning rather than assessment OF learning helps students succeed

What is assessment for learning?

Why every student needs critical friends

Will commercialization enable or destroy formative assessment?

Working inside the black box: Assessment for learning in the classroom

Citation

Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245- 281.

Summary

Butler and Winne explain how feedback is a key process in students’ self-regulated learning (SRL) and provide a review of research on feedback and student learning. The authors present a model of SRL and then use that model to analyze cognitive functions used in self-regulation. Butler and Winne use the model to interpret and integrate findings from various fields of research and to examine research exploring how feedback affects cognitive engagement and how types of engagement are related to achievement. The authors conclude by discussing the need to integrate research examining feedback and research examining SRL in future work.

Category

Knowledge

Key Capacities

Action for Learning, Formative Assessment, Professional Expertise

Resource Link

http://rer.sagepub.com/content/65/3/245.abstract

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