Evidence-based best practices that improve classroom environments and assessment techniques!

If your goal is a smoother-running, participatory classroom and improved student achievement, you'll find essential best practices in this new resource, edited by a renowned education scholar, Robert Slavin.

Dr. Robert Slavin, Professor and Chairman of the Success for All Foundation, has gathered insights and findings from 26 leading education researchers, presented in succinct chapters focused on key aspects of teaching and classroom management practice. Readers will find: Strategies for assessment that address formative approaches, differentiated classrooms, the role of feedback in the assessment process, adaptation for the Common Core, and more; Proven techniques for classroom management, including immediate, positive steps that teachers can take; User-friendly content supported by quick-read charts and graphs

Drawing from the leading international experts in the field of teaching and originally published in the journal Better: Evidence-Based Education, this is a valuable new resource for education leaders at all levels.

Formative Assessments in High Schools

Formative Assessments in High Schools

Formative assessments in high schools
DouglasFisher and NancyFrey

Douglas Fisher and Nancy Frey describe a four-step approach to successful formative assessment.

Teachers who use formative assessment target their instruction to student needs. Teachers who do not use formative assessments rely on guesswork or generic plans, rather than basing their instructional decisions on data. The difference in student learning is striking. Simply said, the systematic use of formative assessments results in better learning.

As a quick comparison, formative and summative assessments differ in terms of when they are administered, how often they are used, and what is done with the results (see Figure 2.1). While both are useful in teaching and learning, our focus here is on formative assessments that are useful in planning instructional ...

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