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Grounded in research and practice, this resource shows elementary teachers how to use formative assessment to build students' language and literacy skills across the curriculum.
- Sales Rank: #989564 in Books
- Brand: Corwin
- Published on: 2008-03-13
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x .48" w x 7.01" l, 3.00 pounds
- Binding: Paperback
- 224 pages
- Implement different kind of formative literacy assessments such as observations, planned-for interactions,
- Interpret the evidence gathered from formative assessments
- Develop a comprehensive system for assessing students
- Collaborate with colleagues, instructional leaders, and principals to build a culture that supports
- Title - Formative Assessment for Literacy, Grades K-6
Review
"The book is based on the best research on reading and language development and gives readers an opportunity to see nationally renowned experts’ advice in their own words. But rather than a dreary summary of research findings, this book brings the knowledge�to life�by providing detailed descriptions and illustrations of the practical implications for classroom teaching. Just as teachers slowly and surely lead their children to becoming proficient readers, this book provides scaffolding and a suggested system of schoolwide support for teachers to develop their skills as reading teachers." (From the Foreword by Deborah Stipek 2007-09-17)
"This book presents an easy-to-understand approach to a complex skill by employing accessible concepts and a research-based conception of classroom assessment. For today’s and tomorrow’s elementary teachers, this book is mandatory reading!" (W. James Popham, Emeritus Professor 2007-12-11)
"Bailey and Heritage draw on a wealth of relevant research and their own work in classrooms to offer practice-oriented guidelines for ongoing assessment of children’s developing academic language literacy. They present clear definitions of concepts and constructs and clearly illustrate how formative assessment can be integrated into everyday instruction. The extended dialogues show how teachers can engage children in examining and talking about their own language development." (Mary J. Schleppegrell, Professor of Education 2007-12-20)
“In this important, readable, and practical book, Bailey and Heritage take us beyond what the research says to a clear set of principles for formative assessment in the language arts classroom. Everyone interested in improving reading and writing in our schools should read this book.” (Dylan Wiliam, Deputy Director 2008-02-19)
About the Author
Alison Bailey is an associate professor in the Psychological Studies in Education Program of the Department of Education at the University of California, Los Angeles, in addition to being a faculty associate researcher for the National Center for Research on Evaluation, Standards and Student Testing (CRESST). A graduate of Harvard University, Bailey’s research focuses primarily on language and literacy development, English language development in second language learners, and language assessment. At CRESST, her work focuses on researching the empirical basis of academic language for assessment, curriculum, and teacher professional development. Bailey serves on the advisory boards of numerous states and commercial publishers developing language and literacy assessments for English Language Learners. She is coauthor of the new IPT assessment of English language development at the prekindergarten-kindergarten level, editor and contributing author to The Language Demands of School: Putting academic English to the test (Yale Press, 2007), and coeditor and author (with Allyssa McCabe and Gigliana Melzi) of Spanish-Language Narration and Literacy Development (Cambridge University Press, forthcoming, 2008).
Margaret Heritage is Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing (CRESST) at UCLA, and leads the data use program of the Assessment and Accountability Comprehensive Center.
Prior to joining CRESST, she had many years of teaching and leadership experience in schools in the United Kingdom and the United States, including a period as a County Inspector of Education in the United Kingdom, and as principal at the UCLA laboratory school. She has also taught graduate classes in Education at the Department of Education at the University of Warwick, England, the University of California, Los Angeles, and at Stanford University.
Her current work focuses on data use for school improvement, learning progressions, formative assessment, and teachers’ use of formative assessment evidence.
Margaret Heritage is the co-author (with Alison Bailey) of Formative Assessment for Literacy, Grades K-6: Building Reading and Academic Language Skills Across the Curriculum, published by Corwin Press.
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