Informing the Practice of Teaching Using Formative and Interim Assessment

A Systems Approach

Robert W. Lissitz

• Publisher: Information Age Publishing
• Year: 2013
• Print ISBN:
  9781623961114
  9781623961121
• eBook ISBN:
  9781623961138
• Topic: Education
• Subtopic: Education General

This book focuses on interim and formative assessments as distinguished from the more usual interest in summative assessment. I was particularly interested in seeing what the experts have to say about a full system of assessment. This book has particular interest in what information a teacher, a school or even a state could collect that monitors the progress of a student as he or she learns. The authors were asked to think about assessing the effects of teaching and learning throughout the student's participation in the curriculum.

This book is the product of a conference by the Maryland Assessment Research Center for Education Success (MARCES) with funding from the Maryland State Department of Education.

Table of contents

• Cover
• The MARCES Book Series
• Informing the Practice of Teaching Using Formative and Interim Assessment
• Library of Congress Cataloging-in-Publication Data
• CONTENTS
• AN INTRODUCTION
• 1. CONNECTING THE DOTS
• 2. DESIGN OF INTERIM ASSESSMENT FOR INSTRUCTIONAL PURPOSE
• 3. INTEGRATING STUDENT STANDARDIZED AND FORMATIVE ASSESSMENTS WITH THE NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS’ TEACHER DEVELOPMENT PROCESS
• 4. USING ASSESSMENT DATA IN REAL TIME
• 5. THE INSTRUCTIONAL INFLUENCE OF INTERIM ASSESSMENTS
• 6. SOURCING INSTRUCTIONALLY EMBEDDED FORMATIVE ASSESSMENTS
• 7. MARRYING FORMATIVE, PERIODIC, AND SUMMATIVE ASSESSMENTS
• 8. COMPREHENSIVE ASSESSMENT SYSTEMS INSERVICE OF LEARNING
• 9. ERRORS IN STUDENT LEARNING AND ASSESSMENT
• 10. DEFINING SYSTEMS FOR LEARNING
• 11. PRODUCTIVE FORMATIVE ASSESSMENT ALWAYS REQUIRES LOCAL DISTRICT PREPARATION