| Sumario: | Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help teachers maximize the positive impacts of classroom assessment on teaching. There is convincing evidence that carefully applied classroom assessments can promote student learning and academic self-regulation. These assessments include, but are not limited to, conversations with students, diagnostic test items, and co-created rubrics used to guide feedback for students themselves and their peers. Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation explains how to use assessment to improve learning by linking learning theory to formative assessment processes. Sections on goal setting, progress monitoring, interpreting feedback, and revision of goal setting make this a timely addition to assessment courses. The first volume of the Student Assessment for Educators series, this book translates work from leading assessment specialists for use by experienced teachers, as well as those who are preparing for the classroom.
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