Formative Assessment in the Disciplines

Formative Assessment in the Disciplines Framing a Continuum of Professional Learning

Margaret Heritage and E. Caroline Wylie
paper, 304 Pages
Pub. Date: April 2020
ISBN-13: 978-1-68253-466-3
Price: $33.00

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cloth, 304 Pages
Pub. Date: April 2020
ISBN-13: 978-1-68253-470-0
Price: $64.00

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In Formative Assessment in the Disciplines, Margaret Heritage and E. Caroline Wylie explore the interconnection of ambitious teaching, formative assessment, and disciplinary knowledge. The authors outline a framework to help teachers develop and extend their proficiency in enacting discipline-based formative assessment practices across the continuum of preservice and professional learning.

Praise

A rich and powerful research base connects new disciplinary practice standards, asset-based pedagogies, responsive teaching, and learning-focused classroom assessment. Yet for nearly all novice teachers, this poses the daunting task of learning to teach in ways fundamentally different from how one was taught. Heritage and Wylie provide clear and accessible conceptual frameworks and myriad examples for formative assessment practices in each of the disciplines, and supports for teacher learning of those practices—from preservice to teacher leader roles. — Lorrie A. Shepard, distinguished professor, University of Colorado Boulder

In this welcome and important addition to the field, E. Caroline Wylie and Margaret Heritage provide a general framework for formative assessment and specific guidance on how these ideas can be implemented in English language arts, mathematics, science, and social studies. Anyone interested in harnessing the power of formative assessment to improve student achievement should read this book. — Dylan Wiliam, emeritus professor of educational assessment, University College London Institute of Education

The authors accomplish the amazing feat of presenting nuanced information about formative assessment in both teaching and teacher learning—in the disciplines and in the context of contemporary learning theory—in highly readable and compelling text. Engaging examples bring the concepts to life. — Susan M. Brookhart, professor emerita, Duquesne University

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About the Authors

Margaret Heritage is an independent consultant in education focused on research and practice. E. Caroline Wylie is a research director at Educational Testing Service.