Formative Assessment Methods for Middle Level Classrooms

References

• Akos, P., J. Hamm, S. Gordon Mack, and M. Dunaway. 2006. Utilizing the developmental influence of peers in middle school groups. The Journal for Specialists in Group Work 32 (1):51–60. doi: 10.1080/01933920600977648.
   Google Scholar
• Boettner, E. 2011. Using bell ringers in CTE classroom. Techniques 86 (6):8.
   Google Scholar
• Blood, E. 2010. Effects of student response systems on participation and learning of students with emotional and behavioral disorders. Behavioral Disorders 35 (3): 214–228.
   Google Scholar
• Bruhn, A., J. Freeman, R. Hirn, and L. Kern. 2019. Using feedback to improve student outcomes. In High leverage practices for inclusive classrooms, ed. J. McLeskey, L. Maheady, B. Billingsley, M. Brownell, and T. Lewis, 107–19. London, UK: Routledge Taylor & Francis Group.
   Google Scholar
• Conca, L. M., C. P. Schechter, and S. Castle. 2004. Challenges teachers face as they work to connect assessment and instruction. Teachers and Teaching 10 (1):59–75. doi: 10.1080/13540600320000170927.
   Google Scholar
• Conderman, G., V. Bresnahan, and T. Pedersen. 2009. Purposeful co-teaching: Real cases and effective strategies. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Conderman, G., and L. Hedin. 2012. Classroom assessments that inform instruction. Kappa Delta Pi Record 48 (4): 162–168.
   Google Scholar
• Dellos, R. 2015. Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning 12 (4):49–52.
   Google Scholar
• DeLuca, C., and D. A. Klinger. 2010. Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice 17 (4):419–38. doi: 10.1080/0969594X.2010.516643.
   Google Scholar
• Fisher, D., and N. Frey. 2011. Checking for understanding. Principal Leadership 12 (1):60–2.
   Google Scholar
• Friend, M., and W. Bursuck. 2019. Including students with special needs: A practical guide for classroom teachers. Upper Saddle River, NJ: Pearson.
   Google Scholar
• Garrison, C., and M. Ehringhaus. 2007. Formative and summative assessments in the classroom. http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx.
   Google Scholar
• Gore, M. C. 2004. Successful inclusion strategies for secondary and middle school teachers. Thousand Oaks, CA: Corwin.
   Google Scholar
• Hanover Research. 2014. The impact of formative assessment and learning intentions on standard achievement. Washington, DC: Hanover Research.
   Google Scholar
• Hattie, J., and H. Timperley. 2007. The power of feedback. Review of Educational Research 77 (1):81–112. doi: 10.3102/003465430298487.
   Web of Science ®Google Scholar
• Heritage, M. 2007. Formative assessment: What do teachers need to know and do? Phi Delta Kappan 89 (2):140–5. doi: 10.1177/003172170708900210.
   Web of Science ®Google Scholar
• Kennedy, M. J., K. N. Peeples, J. E. Romig, H. M. Mathews, and W. J. Rodgers. 2018. High-leverage practices #8 & #22: Provide positive and constructive feedback to guide students’ learning and behavior. https://highleveragepractices.org/701-2-3/.
   Google Scholar
• Laitusis, C., and L. Cook. 2007. Large-scale assessment and accommodations: What works? Arlington, VA: Council for Exceptional Children.
   Google Scholar
• Licorish, S., H. Owen, B. Daniel, and J. George. 2018. Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning 13 (1):1–23. doi: 10.1186/s41039-018-0078-8.
   PubMedGoogle Scholar
• Marzano, R. J. 2012. Art and science of teaching: The many uses of exit slips. Students Who Challenge Us 70 (2):80–1.
   Google Scholar
• Mertler, C. A. 2003, October. Preservice versus inservice teachers’ assessment literacy: Does classroom experience make a difference? Annual Meeting of the Mid-Western Educational Research Association, Columbus, OH.
   Google Scholar
• Nolet, V., and M. McLaughlin. 2005. Accessing the general curriculum: Including students with disabilities in standards-based reform. Thousand Oaks, CA: Corwin.
   Google Scholar
• Noonan, B., and R. Duncan. 2005. Peer and self-assessment in high schools. Practical Assessment, Research & Evaluation 10:17.
   Google Scholar
• Organisation for Economic Cooperation and Development. 2005. Formative assessment: Improving learning in secondary classrooms. Paris, France: OECD.
   Google Scholar
• Pinchok, N., and W. C. Brandt. 2009. Connecting formative assessment research to practice: An introductory guide for educators. Naperville, IL: Learning Point Associates.
   Google Scholar
• Plump, C., and J. LaRosa. 2017. Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review 2 (2):151–8. doi: 10.1177/2379298116689783.
   Google Scholar
• Popham, W. 2011. Transformative assessment in action. Alexandria, VA: ASCD.
   Google Scholar
• Romano, M. 2011. The beauty of bell ringers. The Science Teacher 78 (8):14.
   Google Scholar
• Savion, L. 2009. Clinging to discredited beliefs: The larger cognitive story. Journal of the Scholarship of Teaching and Learning 9:81–92.
   Google Scholar
• Volante, L., and X. Fazio. 2007. Exploring teacher candidates’ assessment literacy: Implications for teacher education reform and professional development. Canadian Journal of Education / Revue canadienne de l’éducation 30 (3):749–770. doi: 10.2307/20466661.
   Google Scholar