Clarity in the Classroom: Using Formative Assessment for Building Learning-Focused Relationships
The author, Michael Absolum, shows how building learning-focused relationships between teacher and student helps make "assessment for learning" principles work effectively. He does this by breaking down the bigger ideas of assessment into smaller parts that make it easy for educators to understand. Throughout the book, Absolum shares his ideas about the:* Nature of student learning; * Nature of the student/teacher relationship; * Skills that teachers need to support students; and* Skills that students need to learn. Originally written for a New Zealand readership, Clarity in the Classroom has been adapted for North American educators. This book is an essential resource for every teacher and administrator looking to support and enhance the learning opportunities for all students. The adaptions to the North American edition were done by James Gray, a vice-principal in Winnipeg, Manitoba, and Meagan Mutchmor, a K-8 mathematics consultant for the Winnipeg School Division.
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ability able Absolum achievement Active reflection assessment for learning build child citc classroom clear co-constructed colleagues concepts context curriculum describe develop discussion doesn’t effective engage ensure example exemplars expected explain feedback Feedforward feel focus focused formative assessment give goals going graphic organizer happen ideas important improve intended learning language learner learning process learning steps learning-focused relationship lesson look Meagan motivation to learn need to know need to learn opportunity parents Pause and Reflect peer-assessment peers Peter Elbow planning plenary practice progress promoting further learning prompt q q q questions rappel reading relevance role self-assessment self-regulated learning sense sequence share skills strategies student learning student-led conferences students need students to learn success criteria support student talk teacher and student teachers need teaching and learning tell things understanding want students words writing