inFormative Assessment
When It's Not About a Grade
Robin J. Fogarty
- Robin Fogarty & Associates, Ltd.
Gene M. Kerns
- Renaissance Learning
Purchase
eBook
ISBN:
9781452273662
Available from
January 0001
Paperback
ISBN:
9781412975421
Available from
January 0001
Description
Use assessment as a powerful tool to inform instruction and learning!
With practical, informed assessment techniques, you can increase your instructional effectiveness and demonstrate improvements in student learning. This research-based book, part of the In A Nutshell series, provides a succinct yet substantive discussion about formative assessments and how they impact the teaching/learning cycle. The authors present results-oriented methods, offer invaluable tips, and examine three types of inFormative assessments:
- Routine inFormative Assessments to weave into everyday instruction
- Reflective inFormative Assessments to foster self-assessment for students and teachers
- Rigorous inFormative Assessments to provide continuous tools that inform teaching practices and student learning
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Opening Quote
Opening Quote
Introduction
Introduction
Part I: Purpose/Goals
Part I: Purpose/Goals
Part II: "A Suite of Assessments"
Part II: "A Suite of Assessments"
Part III: Background/Research
Part III: Background/Research
Part IV: Overview of the Book and Chapter Format
- 1. Routine Formative Assessments: All Day, Everyday-Flow
- Teachings
- Scene of Scenario (for Reader's Theater Activity)
- Define, Describe, and Give Real-World Examples
- Tools
- Responders/"2Know!"
- Lap Boards
- Traffic Light Cards
- Color-Coded Multiple Choice Cards
- Tongue Depressors
- Name Cards
- Mr. Parnes' Questions
- Mr. Pete's Questions
- Techniques
- Questioning Procedures
- Pose Question
- Allow Wait Time
- Choose a Respondent Using a Random Method
- Provide Some "Save Face" Option
- HOT Questions
- Delving
- Woven Questions
- Rhetorical Questions
- Hands Up Only to Ask a Question Policy
- Cooperative Learning (Informal)
- TTYPA
- Shoulder
- Elbow
- TESA
- Wait Time
- Equal Opportunity to Respond
- Unpacking the Language of Standards/Tests/Instructions
- Tasks
- Tips
- 2. Reflective Informative Assessments: Many Days-Conversations
- Teachings
- Scene or Scenario (for Reader's Theater)
- Define, Describe, and Give Real-World Examples
- Tools
- Agree/Disagree
- People Search
- Human Graph
- Rubrics/Checklists (Criteria in Kid-Friendly Terms)
- Journals
- Little Book of Reflective Tools
- Step Book
- Cooperative Learning Roles and Responsibilities
- Peer Tutors
- PMI
- Traffic Light Indicators
- Student Portfolios
- Blogs
- Tear Share
- Magic Book
- Mrs. Potters' Questions
- Ms. Poindexter's Questions
- Techniques
- Range Finding Questions (Prior Knowledge)
- Hinge Point Questions (During Instruction)
- Rubric Development With the Class
- Use of Benchmark Papers
- Descriptive Feedback
- Reflective Questions (Metacognition)
- Peer Assessment (Peer Editing)
- Cooperative Learning
- Interactive Conversations
- Teacher - Student/Student - Teacher
- Student - Student
- Student - Self
- Email Buddies
- Comments That Reference Criteria, Instead of Grades
- "There Are _ Wrong. Find Which Ones."
- Focused Marking (One Aspect of Element)
- Grading: Omit Zeros, Omit Averages, Require Students to Do Missing Assignments
- Tasks
- Tips
- 3. Rigorous Informative Assessments: Some Days - Philosophical Shift
- Teachings
- Scene or Scenario (for Reader's Theater)
- Define, Describe, and Give Real-World Examples
- Tools
- Performance Tasks
- Performance Checklists
- Performance Rubrics
- Grading Practices
- Informative Grading
- Informative Grade Book
- Gray Area About Grade Books
- Standards-Based Grade Books
- Color-Coded Grade Books
- Electronic Grade Book
- Electronic Test Creation Software
- Techniques
- HOT
- Inductive
- Deductive
- Performance Based
- Tests, Test Questions, Test Analysis
- Ungraded Practice Test
- Developing Test Questions
- Test Questions: Fat/Skinny (or Whale/Minnow) Questions
- Test and Work Analysis: Examining Student Work
- Summative Assessment as Informative Assessment
- Philosophical Shift, Between Formative and Summative Assessments
- How Can You Use a Summative Assessment in a Formative Manner?
- Data
- Item Analysis
- Robust Distractors
- Tasks
- Application Activity
- Tips
- 4. Closure
- Attribution Theory (Dweck, 2007)
Afterword
Afterword
Tomlinson Summary Points
Tomlinson Summary Points
References
References
Index
Index
Description
Use assessment as a powerful tool to inform instruction and learning!
With practical, informed assessment techniques, you can increase your instructional effectiveness and demonstrate improvements in student learning. This research-based book, part of the In A Nutshell series, provides a succinct yet substantive discussion about formative assessments and how they impact the teaching/learning cycle. The authors present results-oriented methods, offer invaluable tips, and examine three types of inFormative assessments:
- Routine inFormative Assessments to weave into everyday instruction
- Reflective inFormative Assessments to foster self-assessment for students and teachers
- Rigorous inFormative Assessments to provide continuous tools that inform teaching practices and student learning
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Opening Quote
Opening Quote
Introduction
Introduction
Part I: Purpose/Goals
Part I: Purpose/Goals
Part II: "A Suite of Assessments"
Part II: "A Suite of Assessments"
Part III: Background/Research
Part III: Background/Research
Part IV: Overview of the Book and Chapter Format
- 1. Routine Formative Assessments: All Day, Everyday-Flow
- Teachings
- Scene of Scenario (for Reader's Theater Activity)
- Define, Describe, and Give Real-World Examples
- Tools
- Responders/"2Know!"
- Lap Boards
- Traffic Light Cards
- Color-Coded Multiple Choice Cards
- Tongue Depressors
- Name Cards
- Mr. Parnes' Questions
- Mr. Pete's Questions
- Techniques
- Questioning Procedures
- Pose Question
- Allow Wait Time
- Choose a Respondent Using a Random Method
- Provide Some "Save Face" Option
- HOT Questions
- Delving
- Woven Questions
- Rhetorical Questions
- Hands Up Only to Ask a Question Policy
- Cooperative Learning (Informal)
- TTYPA
- Shoulder
- Elbow
- TESA
- Wait Time
- Equal Opportunity to Respond
- Unpacking the Language of Standards/Tests/Instructions
- Tasks
- Tips
- 2. Reflective Informative Assessments: Many Days-Conversations
- Teachings
- Scene or Scenario (for Reader's Theater)
- Define, Describe, and Give Real-World Examples
- Tools
- Agree/Disagree
- People Search
- Human Graph
- Rubrics/Checklists (Criteria in Kid-Friendly Terms)
- Journals
- Little Book of Reflective Tools
- Step Book
- Cooperative Learning Roles and Responsibilities
- Peer Tutors
- PMI
- Traffic Light Indicators
- Student Portfolios
- Blogs
- Tear Share
- Magic Book
- Mrs. Potters' Questions
- Ms. Poindexter's Questions
- Techniques
- Range Finding Questions (Prior Knowledge)
- Hinge Point Questions (During Instruction)
- Rubric Development With the Class
- Use of Benchmark Papers
- Descriptive Feedback
- Reflective Questions (Metacognition)
- Peer Assessment (Peer Editing)
- Cooperative Learning
- Interactive Conversations
- Teacher - Student/Student - Teacher
- Student - Student
- Student - Self
- Email Buddies
- Comments That Reference Criteria, Instead of Grades
- "There Are _ Wrong. Find Which Ones."
- Focused Marking (One Aspect of Element)
- Grading: Omit Zeros, Omit Averages, Require Students to Do Missing Assignments
- Tasks
- Tips
- 3. Rigorous Informative Assessments: Some Days - Philosophical Shift
- Teachings
- Scene or Scenario (for Reader's Theater)
- Define, Describe, and Give Real-World Examples
- Tools
- Performance Tasks
- Performance Checklists
- Performance Rubrics
- Grading Practices
- Informative Grading
- Informative Grade Book
- Gray Area About Grade Books
- Standards-Based Grade Books
- Color-Coded Grade Books
- Electronic Grade Book
- Electronic Test Creation Software
- Techniques
- HOT
- Inductive
- Deductive
- Performance Based
- Tests, Test Questions, Test Analysis
- Ungraded Practice Test
- Developing Test Questions
- Test Questions: Fat/Skinny (or Whale/Minnow) Questions
- Test and Work Analysis: Examining Student Work
- Summative Assessment as Informative Assessment
- Philosophical Shift, Between Formative and Summative Assessments
- How Can You Use a Summative Assessment in a Formative Manner?
- Data
- Item Analysis
- Robust Distractors
- Tasks
- Application Activity
- Tips
- 4. Closure
- Attribution Theory (Dweck, 2007)
Afterword
Afterword
Tomlinson Summary Points
Tomlinson Summary Points
References
References
Index
Index
Reviews
September 2009 | 136 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781412975421 | $37.95 |
| Lifetime | 01/02/2026 | 9781452273662 | $35.00 |
Use assessment as a powerful tool to inform instruction and learning!
With practical, informed assessment techniques, you can increase your instructional effectiveness and demonstrate improvements in student learning. This research-based book, part of the In A Nutshell series, provides a succinct yet substantive discussion about formative assessments and how they impact the teaching/learning cycle. The authors present results-oriented methods, offer invaluable tips, and examine three types of inFormative assessments:
- Routine inFormative Assessments to weave into everyday instruction
- Reflective inFormative Assessments to foster self-assessment for students and teachers
- Rigorous inFormative Assessments to provide continuous tools that inform teaching practices and student learning
Table Of Contents:
- Preface
- Acknowledgments
- About the Authors
- Opening Quote
- Introduction
- Part I: Purpose/Goals
- Part II: "A Suite of Assessments"
- Part III: Background/Research
- Part IV: Overview of the Book and Chapter Format
- 1. Routine Formative Assessments: All Day, Everyday-Flow
- Teachings
- Scene of Scenario (for Reader's Theater Activity)
- Define, Describe, and Give Real-World Examples
- Tools
- Responders/"2Know!"
- Lap Boards
- Traffic Light Cards
- Color-Coded Multiple Choice Cards
- Tongue Depressors
- Name Cards
- Mr. Parnes' Questions
- Mr. Pete's Questions
- Techniques
- Questioning Procedures
- Pose Question
- Allow Wait Time
- Choose a Respondent Using a Random Method
- Provide Some "Save Face" Option
- HOT Questions
- Delving
- Woven Questions
- Rhetorical Questions
- Hands Up Only to Ask a Question Policy
- Cooperative Learning (Informal)
- TTYPA
- Shoulder
- Elbow
- TESA
- Wait Time
- Equal Opportunity to Respond
- Unpacking the Language of Standards/Tests/Instructions
- Tasks
- Tips
- 2. Reflective Informative Assessments: Many Days-Conversations
- Teachings
- Scene or Scenario (for Reader's Theater)
- Define, Describe, and Give Real-World Examples
- Tools
- Agree/Disagree
- People Search
- Human Graph
- Rubrics/Checklists (Criteria in Kid-Friendly Terms)
- Journals
- Little Book of Reflective Tools
- Step Book
- Cooperative Learning Roles and Responsibilities
- Peer Tutors
- PMI
- Traffic Light Indicators
- Student Portfolios
- Blogs
- Tear Share
- Magic Book
- Mrs. Potters' Questions
- Ms. Poindexter's Questions
- Techniques
- Range Finding Questions (Prior Knowledge)
- Hinge Point Questions (During Instruction)
- Rubric Development With the Class
- Use of Benchmark Papers
- Descriptive Feedback
- Reflective Questions (Metacognition)
- Peer Assessment (Peer Editing)
- Cooperative Learning
- Interactive Conversations
- Teacher - Student/Student - Teacher
- Student - Student
- Student - Self
- Email Buddies
- Comments That Reference Criteria, Instead of Grades
- "There Are _ Wrong. Find Which Ones."
- Focused Marking (One Aspect of Element)
- Grading: Omit Zeros, Omit Averages, Require Students to Do Missing Assignments
- Tasks
- Tips
- 3. Rigorous Informative Assessments: Some Days - Philosophical Shift
- Teachings
- Scene or Scenario (for Reader's Theater)
- Define, Describe, and Give Real-World Examples
- Tools
- Performance Tasks
- Performance Checklists
- Performance Rubrics
- Grading Practices
- Informative Grading
- Informative Grade Book
- Gray Area About Grade Books
- Standards-Based Grade Books
- Color-Coded Grade Books
- Electronic Grade Book
- Electronic Test Creation Software
- Techniques
- HOT
- Inductive
- Deductive
- Performance Based
- Tests, Test Questions, Test Analysis
- Ungraded Practice Test
- Developing Test Questions
- Test Questions: Fat/Skinny (or Whale/Minnow) Questions
- Test and Work Analysis: Examining Student Work
- Summative Assessment as Informative Assessment
- Philosophical Shift, Between Formative and Summative Assessments
- How Can You Use a Summative Assessment in a Formative Manner?
- Data
- Item Analysis
- Robust Distractors
- Tasks
- Application Activity
- Tips
- 4. Closure
- Attribution Theory (Dweck, 2007)
- Afterword
- Tomlinson Summary Points
- References
- Index
Recent Product Reviews:
I find this book to be very approachable for my early education students. We have used it in our assessment course this semester and I plan to continue to use it -- although I do want to supplement with another text/trade book.
Deborah Secord, Teacher Education Dept, Dickinson State University
"Fogarty and Kerns provide far more than theory and rhetoric—they have effectively created a treasure trove of tools and ideas that every teacher can and should be using. This is a wonderful resource for mentors, instructional coaches, administrators, and professional development trainers."
Nancy A. Farrell, Staff Development Trainer, Loudoun County Public Schools, Ashburn, VA
"Provides new and veteran educators with clear descriptions of assessment methods and offers a rich array of instructional strategies that can be implemented immediately."
Mary Ellen Kotz, Education Associate for Educator Mentoring and Induction, Delaware Department of Education
"Promotes the kind of reflective practice that energizes teaching, leading, and learning for all. This book is an important resource for professional learning communities dedicated to 1) assessment of students and their achievement, 2) collaborative teams focused on improved teaching and learning, and 3) continuous improvement."
Valerie Hastings Gregory, Assistant Director of Professional Development, Chesterfield County Public Schools, VA