Improving Learning in Science With Formative Assessmentby: Dylan Wiliam

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In recent years, the No Child Left Behind law has focused attention on student achievement in science across the United States, but there are more important reasons for being concerned with student achievement. The focus of this chapter is about how we can raise achievement in science in the United States. In this chapter, the author will argue that if we are serious about raising achievement in science, then we need to look beyond “what works” in education to notions of cost-benefits–not just whether a particular initiative raises achievement, but how much and at what cost. This free selection includes the Table of Contents, Introduction, Foreword, and Index.

Grades
  • Elementary
  • Middle
  • High
Publication Date
4/1/2008

Community ActivitySaved in 524 Libraries

Reviews (4)
  • on Fri Oct 20, 2017 11:32 AM

This chapter really emphasizes the necessity of student involvement in assessment and dives into how students are great resources for one another. This is a great resource for a teacher that is interested in discovering ways to integrate their students in the formation of assessments as well as teachers that are interested in finding ways of structuring assessment to best determine the students' content knowledge. The chapter also addresses something that is greatly important for educators and that is flexibility. Teachers must be able to adapt to any changes. Every student is different which means every class is different. Not every strategy will work perfectly for every class and the ability to change your strategies based on the reactions of your class is a determining factor in successful teaching. This article gives many good strategies for assessment and is a useful tool for any teacher.

Erick U
Erick U

  • on Wed Jun 08, 2016 4:52 AM

This chapter provides a good example of what formative assessment is and what it is used for. The reminder about how formative assessment should provide useful feedback to students was powerful.

Melissa M  (Chickasaw, AL)
Melissa M (Chickasaw, AL)

  • on Tue Jun 10, 2014 3:40 PM

This chapter provides two important ideas; 1) make students a part of the assessment process and get them talking about what is important to learn and where they are in their progress, and 2) how can we train teachers to teach this way - what are some successful strategies to help teachers to learn how to design instruction that involves students in learning. Both sections provide valuable insights for teachers and I would recommend this to any teacher who is interested in improving how they assess student learning and their instructional approach. I would also recommend this to supervisors working with those teachers as it outlines useful ways to support those teachers who are seeking to change/improve their practice. Powerful techniques.

Tina Harris  (Fairmount, IN)
Tina Harris (Fairmount, IN)

  • on Fri Oct 20, 2017 11:36 AM

This article focuses on improving learning in science by using formative assessments. It focuses on two main ideas. First, it identified five key strategies that allow assessment to help, instead of hinder, learning. These five strategies are centered on making students a part of the learning process. Second, this article outlines the steps that teacher will have to take in order to implement these strategies. It provides some useful tips on how to train teachers to teach this way. Overall, this article is a great resource to help teachers incorporate students into the learning process. I would encourage other teachers, or future teachers, to look over the five strategies that are outlined in this article. Even if they choose to incorporate only a few of them, I think the effect will be very beneficial for student learning. I personally would have enjoyed learning using these strategies.

Keyanna Kocher
Keyanna Kocher


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