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Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms

Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Author(s)/Editor(s): Christie Martin (University of South Carolina, USA), Drew Polly (University of North Carolina, Charlotte, USA)and Richard Lambert (University of North Carolina, Charlotte, USA)
Copyright: ©2020
DOI: 10.4018/978-1-7998-0323-2
ISBN13: 9781799803232
ISBN10: 1799803236
EISBN13: 9781799803249

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View Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms on the publisher's website for pricing and purchasing information.


Description

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.



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Author's/Editor's Biography

Christie Martin (Ed.)

Christie Martin is an Associate professor in the Instruction and Teacher Education Department of the University of South Carolina, Columbia. Dr. Martin teaches undergraduate and graduate courses in elementary education and research. Her research focuses on content area literacy in mathematics and science.



Drew Polly (Ed.)

Drew Polly is a professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. His research agenda focuses on examining how to support the implementation of technology and standar1ds-based pedagogies. More information can be found at: http://drewpolly.org/me.



Richard Lambert (Ed.)

Richard Lambert is a Professor in the Department of Educational Leadership at the University of North Carolina at Charlotte, Director of the Center for Educational Measurement and Evaluation, and Editor of NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field. He earned his Ph.D. in research, measurement, and statistics and Ed.S. in counseling psychology from Georgia State University. He has received over 20 million dollars in funding for research. He serves as the Principal Investigator for an award from the North Carolina Department of Public Instruction entitled “Evaluating the Implementation of a Formative Assessment System in North Carolina Kindergarten Classrooms” and an award from the North Carolina Department of Health and Human Services entitled “Coaching, Mentoring, Performance Evaluation, and Professional Development for BK Licensed Teachers in Non-public School Classrooms.” His research interests include formative assessment for young children, applied statistics, and teacher stress and coping. He has served the College Board in the AP Statistics program for 20 years as a reader, table leader, question leader, and rubric team member.



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