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Wiliam and Leahy's Five Formative Assessment Strategies in Action.
(eBook)
Author
Published
London : John Catt Educational, Limited, 2021.
Format
eBook
Edition
1st ed.
ISBN
9781914351426
Physical Desc
1 online resource (102 pages)
Status
Description
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Subjects
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Language
English
Notes
Description
Written under the guidance and with the support of Dylan Wiliam, Kate Jones writes about five formative assessment strategies in action in the classroom, with a foreword from Professor John Hattie. Building on the highly successful work of Wiliam and Siobhan Leahy, ideas are shared and misconceptions with formative assessment are addressed with lots of practical advice. Formative assessment in action focuses on five evidence-informed strategies that the teacher can use to support their learners to make progress. Formative assessment can help both the teacher and student understand what needs to be learned and how this can be achieved. During the learning process, formative assessment can identify students' progress as well as highlighting gaps in their knowledge and understanding, therefore giving the teacher useful insight as to what feedback and instruction can be provided to continue to move learners forward. Formative assessment takes place during the learning process. It continually informs the teacher and student as to how learning can move forward as it is happening. This is different to summative assessment, which focuses on the evaluation of student learning at the end of the process. There's a range of case studies from different subjects and key stages to show how formative assessment can be embedded across a curriculum successfully.
Local note
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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Citations
APA Citation, 7th Edition (style guide)
Jones, K. (2021). Wiliam and Leahy's Five Formative Assessment Strategies in Action . John Catt Educational, Limited.
Chicago / Turabian - Author Date Citation, 17th Edition (style guide)Jones, Kate. 2021. Wiliam and Leahy's Five Formative Assessment Strategies in Action. London: John Catt Educational, Limited.
Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)Jones, Kate. Wiliam and Leahy's Five Formative Assessment Strategies in Action London: John Catt Educational, Limited, 2021.
Harvard Citation (style guide)Jones, K. (2021). Wiliam and leahy's five formative assessment strategies in action. London: John Catt Educational, Limited.
MLA Citation, 9th Edition (style guide)Jones, Kate. Wiliam and Leahy's Five Formative Assessment Strategies in Action John Catt Educational, Limited, 2021.
Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.
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Grouped Work ID
defb216d-33f1-27bb-f873-59a5c4897ecb-eng
Grouping Information
| Grouped Work ID | defb216d-33f1-27bb-f873-59a5c4897ecb-eng |
|---|---|
| Full title | wiliam and leahys five formative assessment strategies in action |
| Author | jones kate |
| Grouping Category | book |
| Last Update | 2023-03-28 17:59:37PM |
| Last Indexed | 2025-03-05 02:06:19AM |
Book Cover Information
| Image Source | ebrary |
|---|---|
| First Loaded | Jul 11, 2023 |
| Last Used | Feb 26, 2025 |
Marc Record
| First Detected | Mar 28, 2023 06:06:51 PM |
|---|---|
| Last File Modification Time | Mar 28, 2023 06:06:51 PM |
MARC Record
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| 082 | 0 | |a 379.158 | |
| 100 | 1 | |a Jones, Kate. | |
| 245 | 1 | 0 | |a Wiliam and Leahy's Five Formative Assessment Strategies in Action. |
| 250 | |a 1st ed. | ||
| 264 | 1 | |a London :|b John Catt Educational, Limited,|c 2021. | |
| 264 | 4 | |c Ã2021. | |
| 300 | |a 1 online resource (102 pages) | ||
| 336 | |a text|b txt|2 rdacontent | ||
| 337 | |a computer|b c|2 rdamedia | ||
| 338 | |a online resource|b cr|2 rdacarrier | ||
| 490 | 1 | |a In Action Ser. | |
| 505 | 0 | |a Cover -- About the author -- Copyright -- Series foreword -- Foreword -- Acknowledgements -- Table of Contents -- Introduction -- What is formative assessment? -- Do readers need to read Embedding Formative Assessment? -- Who is this book for? -- What do I hope teachers and leaders will take away from this book? -- Chapter 1 -- What do Wiliam and Leahy say about learning intentions and success criteria? -- Focus on the learning, not just a lesson -- Focus on the content, skills and concepts that need to be learned, rather than the tasks and activities themselves -- Challenges and difficulties are desirable -- Learning intention: To explore the different reasons why Henry VIII broke with the Roman Catholic Church and understand the significance of each factor. -- Big question: Why did Henry VIII break with the Roman Catholic Church? -- Use a clear language of learning -- Learning intention: To understand the theme and significance of social class in the play Blood Brothers. -- Not used to measure teacher performance but instead understand the content of a lesson by an observer -- Learning intentions can be time-efficient -- Tips for clarifying, sharing and understanding learning intentions -- Writing and designing learning intentions -- Examples in action in the classroom -- Year 4 religious education class -- Year 5 English grammar lesson -- Year 10 English literature class -- Year 7 drama lesson -- Year 7 geography lesson -- When should learning intentions be shared and explained with the class? -- Case study: The enquiry approach with learning intentions -- Big Questions: Retrieval practice grid -- Reminder -- Keep the context of learning out of the learning intention -- Success criteria in action in the classroom -- Tips for sharing success criteria with students -- Summary -- Chapter 2. | |
| 505 | 8 | |a What do Wiliam and Leahy say about eliciting evidence of learning? -- Questioning in the classroom -- 'No hands up, except to ask a question' technique in action -- 'Cold calling' in the classroom -- Encouraging students to SHAPE their verbal answers -- Get students to SHAPE their verbal answers: -- Elaboration -- Examples in action in the classroom -- Mini whiteboards -- Retrieval practice in action -- Ten tips for retrieval practice in action in the classroom -- Multiple-choice questions (MCQs) -- Hinge questions -- Statements to elicit evidence of learning -- Examples in action in the classroom -- Case study: Exit tickets to elicit evidence of learning -- What are exit tickets? -- What do we do with the evidence elicited from the exit tickets? -- Summary -- Chapter 3 -- What do Wiliam and Leahy say about providing feedback to move learners forward? -- Wiliam's four quarters marking -- Feedback in action: Making feedback into detective work -- Marking for literacy -- Preparing for common misconceptions and mistakes -- Case study: Online feedback -- Five ways of giving effective feedback as actions -- Comment only marking -- Case study: The feedback pendulum -- Time appropriate -- Culture -- The Goldilocks principle -- Involve everyone -- Summary -- Chapter 4 -- What do Wiliam and Leahy say about activating students as learning resources for one another? -- Case study: Strategies for activating students as learning resources -- Activating students to support one another in deliberate vocabulary development -- Pair share to share the load -- Paired retrieval -- Peer tutoring in action -- Peer placemat prompts -- Peer assessment in action -- An example of peer feedback that is kind, specific and helpful -- Case study: Promoting peer assessment in the classroom -- Summary -- Chapter 5. | |
| 505 | 8 | |a What do Wiliam and Leahy say about activating students as owners of their own learning? -- Digital tools for plus, minus, interesting -- Google Jamboard -- Mentimeter -- Google Forms/Microsoft Forms -- Flipgrid -- Self-assessment placemat -- Online self-assessment -- Case study: Self-assessment in action -- I, We and You -- Self-regulated learning and metacognition with self-testing -- Tips to activate students as owners of their own learning, both inside and outside of the classroom -- Case study: Formative assessment in action in the primary classroom -- 'Low threshold, high ceiling': Year 2 subtracting with renaming -- 'Listening triangles': Year 1 compose a simple sentence -- Summary -- References. | |
| 520 | |a Written under the guidance and with the support of Dylan Wiliam, Kate Jones writes about five formative assessment strategies in action in the classroom, with a foreword from Professor John Hattie. Building on the highly successful work of Wiliam and Siobhan Leahy, ideas are shared and misconceptions with formative assessment are addressed with lots of practical advice. Formative assessment in action focuses on five evidence-informed strategies that the teacher can use to support their learners to make progress. Formative assessment can help both the teacher and student understand what needs to be learned and how this can be achieved. During the learning process, formative assessment can identify students' progress as well as highlighting gaps in their knowledge and understanding, therefore giving the teacher useful insight as to what feedback and instruction can be provided to continue to move learners forward. Formative assessment takes place during the learning process. It continually informs the teacher and student as to how learning can move forward as it is happening. This is different to summative assessment, which focuses on the evaluation of student learning at the end of the process. There's a range of case studies from different subjects and key stages to show how formative assessment can be embedded across a curriculum successfully. | ||
| 588 | |a Description based on publisher supplied metadata and other sources. | ||
| 590 | |a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 655 | 4 | |a Electronic books. | |
| 776 | 0 | 8 | |i Print version:|a Jones, Kate|t Wiliam and Leahy's Five Formative Assessment Strategies in Action|d London : John Catt Educational, Limited,c2021|z 9781913622770 |
| 797 | 2 | |a ProQuest (Firm) | |
| 830 | 0 | |a In Action Ser. | |
| 856 | 4 | 0 | |u https://ebookcentral.proquest.com/lib/pit/detail.action?docID=6768806|z Click to View |