New Frontiers in Formative Assessment - Softcover

Pendred E. Noyce is a physician, author, and trustee of the Robert Noyce Foundation, which supports innovation and improvement in public education in mathematics, science, and literacy. Daniel T. Hickey is an associate professor and program coordinator in the Learning Sciences Program at Indiana University Bloomington.

&;Formative assessment is a powerful learning tool that is too seldom, too haphazardly, and too ineffectively used in the United States,&; Pendred E. Noyce writes in the introduction to this volume. &;The purpose of this book is to delve into why this is so and how it can be changed.&;

New Frontiers in Formative Assessment is for educators who want to tap into the power of formative assessment. It showcases ongoing work that pushes the field of formative assessment forward. Drawn form a variety of classrooms in terms of age level, subject area, and use of technology, the chapters in this book highlight the common elements of a successful formative assessment project&;notably, a high level of interest, manageability, impact, and validity&;as well as some common barriers to implementation. Taken together, these projects illustrate the journey from assessment of learning to assessment for learning&;and ultimately toward assessment as learning.

&;This is an extraordinary book. The chapters cover practical applications of formative assessment in mathematics, science, and language arts, including the roles of technology and teachers&; professional learning. I found my own thinking about formative assessment constantly being stretched and challenged. Anyone who is involved in education will find something of value in this book.&; &; Dylan Wiliam, professor emeritus, educational assessment, Institute of Education, University of London

&;New Frontiers in Formative Assessment brings needed attention to little-discussed issues on the testing debate, such as how to make formative assessment an intrinsic part of instruction rather than an interruption, and how an assessment can be &;for&; rather than &;of&; learning. It will be immensely helpful to planners and school teacher teams as well as to those who study assessment.&; &; Ellen Guiney, senior advisor, Boston Plan for Excellence

&;Noyce and Hickey provide a more nuanced and thoughtful treatment of what we know about formative assessment than I have ever seen collected in one volume before. The resulting insights are compelling, exciting, and motivating, and will affect the work I do, starting immediately.&; &; Susan M. Brookhart, senior research associate, Center for Advancing the Study of Teaching and Learning, Duquesne University, Pittsburgh, Pennsylvania

&;Better use of formative assessment has the power to transform schools by bringing classrooms to life. With a practical orientation, rich examples, and proven experience, this team of writers in math, literacy, and science shows where the cutting edge in formative practices is now and where it is likely to extend in the near future. An excellent and timely contribution.&; &; Jere Confrey, Joseph D. Moore Distinguished Professor, North Carolina State University

Pendred E. Noyce is a physician, author, and trustee of the Robert Noyce Foundation, which supports innovation and improvement in public education in mathematics, science, and literacy. Daniel T. Hickey is an associate professor and program coordinator in the Learning Sciences Program at Indiana University Bloomington.