The Handbook of Formative Assessment in the Disciplines meaningfully addresses current developments in the field, offering a unique and timely focus on domain dependency. Building from an updated definition of formative assessment, the book covers the integration of measurement principles into practice; the operationalization of formative assessment within specific domains, beyond generic strategies; evolving research directions including student involvement and self-regulation; and new approaches to the challenges of incorporating formative assessment training into pre-service and in-service educator training.
As supporters of large-scale testing programs increasingly consider the potential of formative assessments to improve teaching and learning, this handbook advances the subject through novel frameworks, intersections of theory, research, and practice, and attention to discernible disciplines. Written for instructors, graduate students, researchers, and policymakers, each chapter provides expert perspectives on the procedures and evaluations that enable teachers to adapt teaching and learning in-process toward student achievement.
Table of Contents
List of Figures. Preface I. Theoretical Advances 1. Formative Assessment: History, Definition, and Progress, Gregory J. Cizek, Heidi L. Andrade, and Randy E. Bennett 2. Integrating Measurement Principles into Formative Assessment, Randy E. Bennett II. Intersections of Theory, Research, and Best Practices in Formative Assessment in the Disciplines 4. Formative Assessment in Mathematics, Hugh Burkhardt and Alan Schoenfeld 4. Scenario-Based Formative Assessment of Key Practices in the English Language Arts, Paul Deane and Jesse R. Sparks 5. Formative Assessment in Science Education: Mapping a Shifting Terrain, Erin Marie Furtak, Sara C. Heredia, and Deb Morrison 6. Formative Assessment in the Arts, Heidi L. Andrade, Joanna Hefferen, and Maria Palma 7. Formative Assessment in Higher Education: An Example from Astronomy, Anders Jönsson and Urban Eriksson III. Professional Preparation in Formative Assessment 8. Creating Formative Assessments Systems in the Teaching of Writing, and Harnessing Them as Professional Development, Lucy Calkins, Mary Ehrenworth, and Diana Akhmedianova 9. Teacher Preparation in Mathematics, Margaret Heritage and Caroline Wylie 10. Conclusion: Why Formative Assessment is Always Both Domain-general and Domain-specific and What Matters is the Balance Between the Two, Dylan Wiliam. List of Contributors. Index
Heidi L. Andrade is Professor of Educational Psychology and Methodology in the School of Education at the University at Albany, State University of New York, USA.
Randy E. Bennett is Norman O. Frederiksen Chair in Assessment Innovation in the Research and Development Division at Educational Testing Service, USA.
Gregory J. Cizek is Guy B. Phillips Distinguished Professor of Educational Measurement and Evaluation at the University of North Carolina at Chapel Hill, USA.