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Teacher quality is the most significant variable in school improvement, and of all the things teachers can do to improve the quality of their teaching, formative assessment has been shown to provide the greatest impact. In Content, Then Process: Teacher Learning Communities in the Service of Formative Assessment (from the 2009 Annual Conference on Standards and Assessment in Las Vegas, Nevada), Dr Wiliam outlines a model to shift towards more formative assessment–based teaching practices by first addressing content (what needs to be changed) and then addressing the process to approach that change.

Differentiation and Response to Intervention work together to allow all students, from the gifted and talented to those with learning difficulties, to achieve their potential. In this book you will learn about a variety of research-based interventions, including behavioural management and instructional strategies. You will find out how to link student needs to specific interventions. This book will show you how to assess and monitor individual student progress, and how to select and use the Coil RTI Progress Monitoring Forms that best meet your students'’ needs. Interventions explored in this book include goal setting, organisational skills, graphic organisers, test-taking skills, tiered lessons and many more.

In this essential bestseller, authors Dylan Wiliam and Siobhán Leahy deliver a clear, practical guide for teachers, centred on five key strategies for improving teacher practice and student achievement. The authors provide an overview of each strategy and a number of very practical assessment techniques for implementing it in F–12 classrooms.

Do basic skills have to be boring? Absolutely not! This series uses exciting adventures and delightful characters to help teach fundamental skills and provide a foundation for learning. The books address specific content areas; present tasks that grab the attention and curiosity of students; contain clear directions to the students; ask students to use, remember and practise basic skills and; challenge students to be creative and analytical.

The achievement gap is a persistent and perplexing challenge for educators. Minding the Achievement Gap One Classroom at a Time identifies small, specific adjustments to planning, teaching and assessment practices that will support more effective learning in every student, every day, and help close the achievement gap on a classroom-by-classroom basis. Minding the Achievement Gap also features the voices of working educators who share how "minding the gap" has helped them engage academically at-risk students and special education students; improve students' test scores; and sustain these gains over time.

ASCD Arias publications provide concise answers to challenging questions that you need to solve today—in a convenient format that you can read in one sitting and immediately put into practice. They’re the next-generation, immediate-need resources for everyone committed to the success of each learner.

In A Teacher's Guide to Standards-Based Learning, authors Tammy Heflebower, Jan K. Hoegh, Philip B. Warrick and Jeff Flygare detail how F-12 teachers can make standards-based learning work in their classrooms. With their decades of classroom experience, the authors explain the research and theory behind standards-based learning and help F-12 teachers and leaders make the important paradigm shifts necessary to transform their curriculum, instruction, assessment and feedback practices. They provide numerous tools and examples to guide teachers in implementing a successful system of standards-based learning.

Effective classroom assessment must go well beyond traditional assessment. A shift to a new paradigm for classroom assessment is necessary: where teachers use assessment to its full potential as a tool for feedback. In The New Art and Science of Classroom Assessment, authors Robert J Marzano, Jennifer S Norford and Mike Ruyle recognise this need and explain how to apply The New Art and Science of Teaching framework to classroom assessment. This book presents current research, theory and practice regarding classroom pedagogy across writing, reading, mathematics, science and other learning areas. With this book, F–12 teachers will learn how to change their methods of classroom assessment to create a more holistic model of assessment reflective of course curriculum and student progress.

The Unstoppable Learning model includes seven elements—(1) planning, (2) launching, (3) consolidating, (4) assessing, (5) adapting, (6) managing, and (7) leading. This user-friendly resource focuses on the assessing element, giving readers crucial protocols and activities for collectively reworking their assessment systems. By implementing the step-by-step actions shared by the authors, educators can prepare themselves and their students to thrive in 21st century classrooms and beyond.

Reveal students' preconceptions of fundamental concepts in science with the award-winning Uncovering Student Ideas in Science series. Each volume includes short formative assessment probes - covering physical, life, Earth and space sciences - that can help pinpoint what your students know, allowing you to adjust your teaching strategies accordingly. The probes are invaluable tools you can use either at the beginning of each topic, unit or as you progress through specific lessons. Accompanying each probe are detailed teacher materials that review science content; make connections to the Australian F-10 Curriculum and Senior Secondary Curriculum science standards; summarise relevant research on learning; and suggest instructional approaches for primary, middle years and high school students.

Educational achievement carries more importance than ever for students to thrive in the complex, unpredictable world of the 21st century. In this second edition of the bestselling Embedded formative assessment, author Dylan Wiliam makes the case for the significant role of formative assessment in increasing teacher quality and student learning. Through a vast body of new research, insights, examples and formative assessment techniques, this rich resource shows F–12 teachers and administrators how to positively impact student achievement.

The New Art and Science of Teaching by Robert J. Marzano is more than a revision of The Art and Science of Teaching. It is a greatly expanded volume, offering a framework for substantive change based on Marzano's fifty years of education research and observation. In The New Art and Science of Teaching, Marzano identifies ten design areas within three categories of teaching - (1) feedback, (2) content and (3) context - that form a road map for F-12 teachers' lesson and unit planning. Also included in the series are The New Art and Science of Classroom Assessment, The New Art and Science of Teaching Writing and The New Art and Science of Teaching Reading - companion books that focus on improving students' literacy skills and showing teachers how to make the most of feedback.