Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms, 1st Edition

  • Drew Polly
  • Published By:
  • ISBN-10: 1799803244
  • ISBN-13: 9781799803249
  • DDC: 371.26
  • 438 Pages | eBook
  • Original Copyright 2020 | Published/Released July 2020
  • This publication's content originally published in print form: 2020

  • Price:  Sign in for price



Educators require constructive information that details their students’ comprehension and can help them to advance the learners' education. Accurate evaluation of students at all educational levels and the implementation of comprehensive assessment strategies are essential for ensuring student equality and academic success. The Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms is an essential research publication that addresses gaps in the understanding of formative assessment and offers educators meaningful and comprehensive examples of formative assessment in the Pre-K through elementary grade levels. Covering an array of topics such as literacy, professional development, and educational technologies, this book is relevant for instructors, administrators, education professionals, educational policymakers, pre-service teachers, academicians, researchers, and students.

Table of Contents

Front Cover.
Title Page.
Copyright Page.
Advances in Early Childhood and K-12 Education (AECKE) Book Series.
Titles in This Series.
Editorial Advisory Board.
List of Contributors.
Table of Contents.
Detailed Table of Contents.
Formative Assessment in Schools.
1: Making the Leap Rethinking Assessmen Practices in Schools.
2: Empowering Students and Teachers Through Formative Assessment: A Growth-Mindset Model.
3: Shaping a Validity Argument for the Use of Authentic Formative Assessments to Support Young Children.
Preparing Teachers to Formatively Assess Students.
4: Formative Assessment in a Teacher Education Course: Supporting Teachers to Teach Critical Literacy to Young Children.
5: Preparing Teachers to Formatively Assess: Connecting the Initial Capabilities of Preservice Teachers With Visions of Teaching Practice.
6: Don't Assess a Fish by Its Ability to Climb a Tree: Considerations and Strategies to Ensure Equitable Formative Assessment Practices for All Learners.
7: Using Photographs and Learning Trajectories to Enhance Teacher Noticing to Support Formative Assessment.
Formative Assessment in STEM Ducation.
8: Developing Student Agency to Support Learning-Trajectory Based Formative Assessment.
9: Formative Assessment in Hands-On STEM Education.
10: Embedding Formative Assessment in the Mathematics Classroom Through Writing, Discourse, and the Use of Digital Tools: Embedding Formative Assessment in the Mathematics Classroom.
11: Learning the Parallelogram Area With Technology Supported by Formative Assessment.
12: Supporting Elementary Mathematics Teacher Candidates' Use of Divergent Formative Assessment.
13: Developing Teacher Candidates' Formative Assessment Practices: Linking Mathematics Teaching to Assessing Student Thinking.
Formative Assessment in Literacy.
14: Formative Assessment on Writing: Affordances and Challenges in Elementary Settings.
15: Fostering Self-Assessment Practices to Grow Readers.
16: Formative Reading Assessments of Running Records and Miscue Analysis: Limits and Possibilities for Literacy Learning.
17: Assessment in 21st Century Learning: Improvisation and Inquiry.
18: Summative Literacy Assessments and How They Imagine Children: An International Comparison.
Compilation of References.
About the Contributors.