Embedded Formative Assessment
(eBook)

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Published
Solution Tree Press, 2011.
Status
Available Online

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Format
eBook
Language
English
ISBN
9781936765010

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Citations

APA Citation (style guide)

Dylan Wiliam., & Dylan Wiliam|AUTHOR. (2011). Embedded Formative Assessment . Solution Tree Press.

Chicago / Turabian - Author Date Citation (style guide)

Dylan Wiliam and Dylan Wiliam|AUTHOR. 2011. Embedded Formative Assessment. Solution Tree Press.

Chicago / Turabian - Humanities Citation (style guide)

Dylan Wiliam and Dylan Wiliam|AUTHOR. Embedded Formative Assessment Solution Tree Press, 2011.

MLA Citation (style guide)

Dylan Wiliam, and Dylan Wiliam|AUTHOR. Embedded Formative Assessment Solution Tree Press, 2011.

Note! Citation formats are based on standards as of August 2021. Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy.

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Grouping Information

Grouped Work ID133dd321-6975-ea97-66c4-f29e573ea639
Full titleembedded formative assessment
Authorwiliam dylan
Grouping Categorybook
Last Update2021-09-16 19:50:49PM
Last Indexed2021-09-17 04:28:14AM

Book Cover Information

Image Sourcehoopla
First LoadedJun 4, 2020
Last UsedJun 4, 2020

Hoopla Extract Information

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    [synopsis] => If we are to maintain our status as one of the world's leading economies and secure our economic futures, and if we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. The author faces this challenge head-on by making a case for the important role of formative assessment in increasing teacher quality and student learning. Formative assessment plays an important role in increasing teacher quality and student learning when it's viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in-depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students.
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