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Item specifics
- Condition
- Book Title
- Common Formative Assessments 2.0 : How Teacher Teams Intentionall
- ISBN
- 9781483368825
- Subject Area
- Education
- Publication Name
- Common Formative Assessments 2. 0 : How Teacher Teams Intentionally Align Standards, Instruction, and Assessment
- Publisher
- Corwin Press
- Item Length
- 10 in
- Subject
- Leadership, Teaching Methods & Materials / General, Testing & Measurement
- Publication Year
- 2014
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.8 in
- Item Weight
- 22 Oz
- Item Width
- 7 in
- Number of Pages
- 304 Pages
About this product
Product Identifiers
Publisher
Corwin Press
ISBN-10
1483368823
ISBN-13
9781483368825
eBay Product ID (ePID)
203527971
Product Key Features
Number of Pages
304 Pages
Publication Name
Common Formative Assessments 2. 0 : How Teacher Teams Intentionally Align Standards, Instruction, and Assessment
Language
English
Publication Year
2014
Subject
Leadership, Teaching Methods & Materials / General, Testing & Measurement
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.8 in
Item Weight
22 Oz
Item Length
10 in
Item Width
7 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2014-045594
Dewey Edition
23
Reviews
"One of the hardest tasks for teachers is to align pre- and post- classroom assessments to best measure the change or progress made between two occasions. Such assessments need to have questions anchored on a common scale (i.e., whatever is measured on each occasion should be the same construct) and anchored on a common difficulty scale. Larry Ainsworth spells out how classroom teachers can work together to create such tasks, which allows a major focus, as it should, on using progress to help monitor learning and adapt teaching. "The new material in this book is critical to its value: Ainsworth introduces constructive alignment of learning objectives, standards, success criteria, classroom and larger-scale assessments, and emphasizes the quality of assessments leading to excellent diagnostic interpretations of data. He does not ask teachers to do all this alone but in a community of experts led by instructional leaders (the chapter on PLCs is worth buying the book in itself). He does all of this with the intention of maximizing our positive impact on student learning. There have been many who have written about the power of success criteria, growth and progress, and assessment for teachers, but not how to do it. Ainsworth spells it out to perfection. It seems so obvious--create the pre- and post- measures as part of the lesson planning, then make the links between pre- and post- and this is the learning progression. So why do we not do this? Because it requires a major transformation in how we think about our role--no longer just teach and then see how well the students listened to us by creating an assessment at the end focused on what we covered. Changing this thinking is the power of this book. There are so many gems in this book. For example, Ainsworth is not talking about 'tests' but about 'tasks,' which opens up so many more possibilities. The sections on the qualities of measures are directed to classroom tasks, and the many varied examples based on the Common Core will make it so much more practicable for teachers using those standards to implement many of the major purposes of the nationally consistent curriculum.", Formative assessment's essence is its reliance on evidence-informed judgments about the need for instructional adjustments. Ainsworth relied on an analogous strategy in refining the recommendations he made in 2006 regarding common formative assessments. Based on nearly a decade's worth of real-world evidence obtained by watching educators implement those earlier suggestions, Ainsworth has clearly refined his thinking about group-guided formative assessment. To most of us, a designation of 2.0 represents a "new and improved" version of whatever's being described. Well, in every sense of its definitely deserved designation, this powerful book represents Common Formative Assessments 2.0. , One of the hardest tasks for teachers is to align pre- and post- classroom assessments to best measure the change or progress made between two occasions. Such assessments need to have questions anchored on a common scale (i.e., whatever is measured on each occasion should be the same construct) and anchored on a common difficulty scale. Larry Ainsworth spells out how classroom teachers can work together to create such tasks, which allows a major focus, as it should, on using progress to help monitor learning and adapt teaching. The new material in this book is critical to its value: Ainsworth introduces constructive alignment of learning objectives, standards, success criteria, classroom and larger-scale assessments, and emphasizes the quality of assessments leading to excellent diagnostic interpretations of data. He does not ask teachers to do all this alone but in a community of experts led by instructional leaders (the chapter on PLCs is worth buying the book in itself). He does all of this with the intention of maximizing our positive impact on student learning. There have been many who have written about the power of success criteria, growth and progress, and assessment for teachers, but not how to do it. Ainsworth spells it out to perfection. It seems so obvious--create the pre- and post- measures as part of the lesson planning, then make the links between pre- and post- and this is the learning progression. So why do we not do this? Because it requires a major transformation in how we think about our role--no longer just teach and then see how well the students listened to us by creating an assessment at the end focused on what we covered. Changing this thinking is the power of this book. There are so many gems in this book. For example, Ainsworth is not talking about 'tests' but about 'tasks,' which opens up so many more possibilities. The sections on the qualities of measures are directed to classroom tasks, and the many varied examples based on the Common Core will make it so much more practicable for teachers using those standards to implement many of the major purposes of the nationally consistent curriculum., "Formative assessment's essence is its reliance on evidence-informed judgments about the need for instructional adjustments. Ainsworth relied on an analogous strategy in refining the recommendations he made in 2006 regarding common formative assessments. Based on nearly a decade's worth of real-world evidence obtained by watching educators implement those earlier suggestions, Ainsworth has clearly refined his thinking about group-guided formative assessment. To most of us, a designation of 2.0 represents a "new and improved" version of whatever's being described. Well, in every sense of its definitely deserved designation, this powerful book represents Common Formative Assessments 2.0."
Illustrated
Yes
Dewey Decimal
379.1/58
Table Of Content
AcknowledgmentsAbout the AuthorsIntroductionChapter 1 A Highway to Aligned AssessmentsChapter 2 Assessment Literacy 2.0Chapter 3 Overview of the CFA 2.0 Design StepsChapter 4 Priority Standards and Learning IntentionsChapter 5 "Unwrapping," Big Ideas, and Essential QuestionsChapter 6 Unit Learning Intentions and Student Success CriteriaChapter 7 Writing Assessment Questions in Multiple FormatsChapter 8 Scoring Guides: Detailed Success CriteriaChapter 9 Evaluating Quality of CFA 2.0 QuestionsChapter 10 Learning Progressions and Quick Progress ChecksChapter 11 Collaborative Scoring and Analysis of CFA 2.0 ResultsChapter 12 Success Criteria for CFA 2.0 Design TeamsChapter 13 Effective Implementation of Common Formative AssessmentsChapter 14 Creating a Culture of ImprovementGlossaryReferences
Synopsis
Assessments that improve the speed and quality of learning--fully updated for teacher teams! In this expanded, all-new edition, author Larry Ainsworth provides a system of intentionally aligned components (standards, instruction, assessments, and data analysis) that all work together to improve student learning. Readers will learn to: Build the "highway" to aligned assessments Decide the learning intentions and student success criteria for a unit of study Evaluate and revise assessment questions for quality Plan the learning progressions for students to attain the learning intentions Create quick progress checks to coincide with the learning progressions Use assessment results as feedback to adjust instruction and student learning strategies Upgradeyour CFAs using CFA 2.0! CFA 2.0 is so much more than assessment design. It shows teachers how they can intentionally align standards, instruction, assessment, and data analysis in every unit of study., Upgradeyour CFAs using CFA 2.0Common Formative Assessments 2.0 presents a powerful, research-based process for improving teaching and student learning that is applicable to all standards, all grades, and all content areas. CFA 2.0 is so much more than assessment design. It shows teachers how they can intentionally align standards, instruction, assessment, and data analysis in every unit of study. The CFA 2.0 process is not limited to assessment design only. Rather, it is a systemof intentionally aligned components (standards, instruction, assessments, and data analysis) that all work together to improve student learning. Even a timeless process needs to remain timely. This expanded, all-new edition of the definitive guide to common formative assessments features new field research and proven strategies that will enable educators to make more accurate inferences about student understanding so they can adjust instruction to improve student learning. Readers will learn to Build the "highway" to aligned assessments Use the CFA 2.0 design steps to upgrade their own assessments Decide the learning intentions and student success criteria for a unit of study Evaluate and revise assessment questions for quality Plan the learning progressions for students to attain the learning intentions Create quick progress checks to coincide with the learning progressions Use assessment results as feedback to adjust instruction and student learning strategies Gain new knowledge and skills for creating, revising, and improving grade- and course-level common formative assessments AuthorLarry Ainsworthprovides busy educators and leaders with a practical, how-to guide filled with information, examples, and action steps to assist all K-12 grade- and course-level teams in making this completely re-envisioned process their own., Assessments that improve the speed and quality of learning -- fully updated for teacher teams! In this expanded, all-new edition, author Larry Ainsworth provides a system of intentionally aligned components (standards, instruction, assessments, and data analysis) that all work together to improve student learning. Readers will learn to: Build the "highway" to aligned assessments Decide the learning intentions and student success criteria for a unit of study Evaluate and revise assessment questions for quality Plan the learning progressions for students to attain the learning intentions Create quick progress checks to coincide with the learning progressions Use assessment results as feedback to adjust instruction and student learning strategies Upgrade your CFAs using CFA 2.0! CFA 2.0 is so much more than assessment design. It shows teachers how they can intentionally align standards, instruction, assessment, and data analysis in every unit of study.
LC Classification Number
LB3060.83.A37 2015
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Seller feedback (1,348)
- 3***n (53)- Feedback left by buyer.Past monthVerified purchaseFast shipment by seller, well secured packaging, item received as described and in good condition. Seller offered a reasonable price for this quality item. Thank you ! A+++
- i***t (39)- Feedback left by buyer.Past 6 monthsVerified purchaseFast shipping, product was as described. Would buy from this seller with confidence again! Packed well and great value.
- e***v (1317)- Feedback left by buyer.Past 6 monthsVerified purchaseAmazing seller!! Exactly as described, well packaged, combined shipping, quick shipping, great communication, EVEN SENT EXTRAS! Definitely favorited this seller and will be buying from oftenCaitlin Clark - 2024 Panini Collection Floating Hearts Crunch Time #SS-CT1 (#388428399415)