Informing the Practice of Teaching Using Formative and Interim Assessment

A Systems Approach

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Testing & Measurement, Educational Psychology
Cover of the book Informing the Practice of Teaching Using Formative and Interim Assessment by , Information Age Publishing
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Author: ISBN: 9781623961138
Publisher: Information Age Publishing Publication: March 1, 2013
Imprint: Information Age Publishing Language: English
Author:
ISBN: 9781623961138
Publisher: Information Age Publishing
Publication: March 1, 2013
Imprint: Information Age Publishing
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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