Synopses & Reviews
In this simple and straightforward book, Margaret Heritage presents a practical guide to formative assessment that skillfully weaves together theory and practice. Heritage’s approach is distinctive in that it is grounded in a “children’s rights” framework—that is, the belief that opportunities to learn, progress, and succeed should be available to all children equally. Accordingly, she addresses students’ roles in monitoring their own learning and shows how to transform the classroom into a community of practice. Formative Assessment in Practice
promises to be an invaluable resource for educators seeking to guide students toward more rigorous learning.
“[Heritage’s] analysis of formative assessment reflects the real-world, what’s-next thinking of a seasoned practitioner and, at the same time, the carefully documented, thoroughly researched approach of a full-fledged academic. Her readers are fortunate that she could not keep those two worlds apart.” — From the foreword by W. James Popham, professor emeritus, University of California, Los Angeles
“In this thoughtful book, Margaret Heritage shows that when it is done well, formative assessment is really a set of orientations that the best teachers use all the time. She shows how great teachers constantly place evidence—about what students learned and what they need to do next—at the heart of their practice, helping students achieve more and become better learners.” — Dylan William, emeritus professor of educational assessment, Institute of Education, University of London
“Heritage argues for a children’s rights approach that allows students to develop skills in becoming autonomous learners. Guiding the teacher through the use of learning progressions, the collection of evidence, and the process of inquiry, she highlights the power of formative assessment to close the achievement gap for all learners.” — Gabriela Cardenas, demonstration teacher, UCLA Lab School “Heritage articulates a practical, theoretically sound approach to assessment. Filled with conceptual insights and compelling examples, this is a handbook of the powerful pedagogy our teachers need and our students deserve. If you care about teaching that fosters a learning culture, read this book.” — Robert Linquanti, project director, EL Evaluation and Accountability Support, and senior research associate, WestEd
Margaret Heritage is assistant director for professional development at the National Center for Research on Evaluation, Standards, & Student Testing at the University of California, Los Angeles.
This book investigates the merits of formative assessment from a students perspective. Weaving together theory and practice, it shows how this form of assessment is necessary in the era of Common Core standards and in generating better classrooms.
Margaret Heritage presents a practical guide to formative assessment as a process of “inquiry and action” essential to twenty-first century learning.
In the wake of the development of the Common Core standards and the effort to develop the appropriate assessments to accompany them, formative assessment has attracted increasing attention from policy makers and practitioners alike. Yet this powerful and promising approach is often applied in ways that fail to capture its potential for improving student learning. In her book, Margaret Heritage presents a practical guide to formative assessment as a process of “inquiry and action” essential to twenty-first century learning.
Heritage’s approach is distinctive in that it is grounded in a “children’s rights” framework—that is, the belief that assessment should be in the best interest of all students, that students should be involved in the decisions that ensue from assessment use, and that opportunities to learn, progress, and succeed will be available to all children equally. Accordingly, she addresses the students’ own role in learning about themselves as learners and examines the classroom as a community of practice. The book also includes chapters on learning progressions and the policy contexts that support formative assessment.
Skillfully interweaving theory and practice, this book promises to be an invaluable resource for teachers, teacher educators, and those interested in the academic and policy aspects of assessment.
About the Author
Margaret Heritage is a senior scientist at WestEd and an assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at UCLA.W. James Popham began his career in education as a high school teacher in Oregon. He is professor emeritus at the University of California, Los Angeles Graduate School of Education and Information Studies. He is the author of twenty-five books and a former president of the American Educational Research Association. In 2002 the National Council on Measurement in Education presented him with its Award for Career Contributions to Educational Measurement. In 2006 he was awarded a Certificate of Recognition by the National Association of Test Directors.