Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-27T06:57:05.831Z Has data issue: false hasContentIssue false

19 - Feedback, Correctives, and the Use of Pre-Assessments

from Part III - Contexts and Sources of Feedback

Published online by Cambridge University Press:  02 November 2018

By
Thomas R. Guskey
Edited by
Anastasiya A. Lipnevich  and
Jeffrey K. Smith
Anastasiya A. Lipnevich
Affiliation:
Queens College and the Graduate Center, City University of New York
Jeffrey K. Smith
Affiliation:
University of Otago, New Zealand
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Cambridge Handbook of Instructional Feedback , pp. 432 - 450
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ainsworth, L., & Viegut, D. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin Press.Google Scholar
Armstrong, T. (2000). Multiple intelligences in the classroom (2nd edn.). Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139–144.Google Scholar
Bloom, B. S. (1964). Stability and change in human characteristics. New York: John Wiley & Sons.Google Scholar
Bloom, B. S. (1968). Learning for mastery. Evaluation Comment (UCLA-CSIEP), 1(2), 1–12.Google Scholar
Bloom, B. S. (1971a). Individual differences in school achievement: A vanishing point? Bloomington, IN: Phi Delta Kappan International.Google Scholar
Bloom, B. S. (1971b). Mastery learning. In Block, J. H. (Ed.), Mastery learning: Theory and practice (pp. 47–63). New York: Holt, Rinehart & Winston.Google Scholar
Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill.Google Scholar
Bloom, B. S. (1977). Favorable learning conditions for all. Teacher, 95(3), 22–28.Google Scholar
Bloom, B. S. (1978). New views of the learner for instruction and curriculum. Educational Leadership, 35, 563–576.Google Scholar
Bloom, B. S. (1981). All our children learning: A primer for parents, teachers, and other educators. New York: McGraw-Hill.Google Scholar
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, Handbook 1: The cognitive domain. New York: McKay.Google Scholar
Bloom, B. S., Hastings, J. T., & Madaus, G. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.Google Scholar
Bloom, B. S., Madaus, G. F., & Hastings, J. T. (1981). Evaluation to improve learning. New York: McGraw-Hill.Google Scholar
Dewey, J. (1938). Experience and education. New York: Macmillan.Google Scholar
Dollard, J., & Miller, N. E. (1950). Personality and psychotherapy. New York: McGraw-Hill.Google Scholar
Duffy, G. G., & Kear, K. (2007). Compliance or adaptation: What is the real message about research-based practices? Phi Delta Kappan, 88, 579–581.Google Scholar
Gardner, H. (2006). Multiple intelligences: New horizons. New York: Basic Books.Google Scholar
Given, B. K. (2000). Learning styles (rev. edn.). Oceanside, CA: Learning Forum Publications.Google Scholar
Guskey, T. R. (1997). Implementing mastery learning (2nd edn.). Belmont, CA: Wadsworth.Google Scholar
Guskey, T. R. (1998). Making time to train your staff. School Administrator, 55(7), 35–37.Google Scholar
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin.Google Scholar
Guskey, T. R. (2001). Mastery learning. In Smelser, N. J. & Baltes, P. B. (Eds.), International encyclopedia of social and behavioral sciences (pp. 9372–9377). Oxford: Elsevier Science.Google Scholar
Guskey, T. R. (2003). How classroom assessments improve learning. Educational Leadership, 60(5), 6–11.Google Scholar
Guskey, T. R. (2007a). Formative classroom assessment and Benjamin S. Bloom: Theory, research, and practice. In McMillan, J. H. (Ed.), Formative classroom assessment: Theory into practice (pp. 63–78). New York: Teachers College Press.Google Scholar
Guskey, T. R. (2007b). Closing achievement gaps: Revisiting Benjamin S. Bloom’s “Learning for Mastery.” Journal of Advanced Academics, 19, 8–31.Google Scholar
Guskey, T. R. (2008). The rest of the story. Educational Leadership, 65(4), 28–35.Google Scholar
Guskey, T. R. (Ed.) (2012). Benjamin S. Bloom: Portraits of an Educator (2nd edn.). Lanham, MD: Rowman & Littlefield Education.Google Scholar
Guskey, T. R., & DeWitt, P. (2017, June 1). Why do we recycle and sometimes misuse educational words? Education Week Blog. Retrieved from http://blogs.edweek.org/edweek/finding_common_ground/2017/06/educational_words_wh_they_are_recycled_and_sometimes_misused.html.Google Scholar
Guskey, T. R., & McTighe, J. (2016). Pre-assessment: Promises and cautions. Educational Leadership, 73(7), 38–43.Google Scholar
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.Google Scholar
Hockett, J. A., & Doubet, K. J. (2014). Turning on the lights: What pre-assessments can do. Educational Leadership, 71(4), 50–54.Google Scholar
Jenkins, J. K., & Sekayi, D. (2016, Winter). Teacher perceptions of response to intervention implementation in light of IDEA goals. Journal of the American Academy of Special Education Professionals, 66–86.Google Scholar
Kastner, J., & Gottlieb, J. (1991). Classification of children in special education: Importance of pre-assessment information. Psychology in the Schools, 28, 19–27.Google Scholar
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives, Handbook 2: The affective domain. New York: McKay.Google Scholar
Lawrence, G. D. (1997). Looking at type and learning styles. Gainesville, FL: Center for Applications of Psychological Type.Google Scholar
Lazarowitz, R., & Lieb, C. (2006). Formative assessment pre-test to identify college students’ prior knowledge, misconceptions and learning difficulties in biology. International Journal of Science and Mathematics Education, 4, 741–762.CrossRefGoogle Scholar
Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Minute-by-minute and day-by-day. Educational Leadership, 63(3), 18–24.Google Scholar
Leyton, F. S. (1983). The extent to which group instruction supplemented by mastery of initial cognitive prerequisites approximates the learning effectiveness of one-to-one tutorial methods. Doctoral dissertation, University of Chicago.Google Scholar
Marzano, R. J. (2017). The new art and science of teaching. Bloomington, IN: Solution Tree Press.Google Scholar
Mattern, K., Sanchez, E., & Ndum, E. (2017). Why do achievement measures underpredict female academic performance? Educational Measurement: Issues and Practice, 36, 47–57.Google Scholar
Morrison, H. C. (1926). The practice of teaching in the secondary school. Chicago, IL: University of Chicago Press.Google Scholar
Myles, B. S., Ormsbee, C. K., & Simpson, R. L. (1997). Reflections on “General and special educators’ perceptions of preassessment-related activities and team members.” Exceptionality, 7, 193–197.Google Scholar
Pendergrass, E. (2013). Differentiation: It starts with pre-assessment. Educational Leadership, 71(4).Google Scholar
Scriven, M. S. (1967). The methodology of evaluation. In Tyler, R. W., Gagne, R. M., & Scriven, M. (Eds.), Perspectives of curriculum evaluation (pp. 39–83). Chicago, IL: Rand McNally.Google Scholar
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
Simpson, E. J. (1966). The classification of educational objectives: Psychomotor domain. Urbana: University of Illinois.Google Scholar
Smith, J. K., Smith, L. F., & DeLisi, R. (2001). Natural classroom assessment: Designing seamless instruction and assessment. Thousand Oaks, CA: Corwin Press.Google Scholar
Sternberg, R. J. (1994). Allowing for thinking styles. Educational Leadership, 52(3), 36–40.Google Scholar
Stiggins, R. (2008). An introduction to student-involved assessment for learning (5th edn.). Upper Saddle River, NJ: Merrill, Prentice Hall.Google Scholar
Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
Wagner, E. P., Sasser, H., & DiBiase, W. J. (2002). Predicting students at risk in general chemistry using pre-semester assessments and demographic information. Journal of Chemical Education, 79, 749–755.Google Scholar
Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on alternative conceptions in science. In Gabel, D. (Ed.), Handbook of research in science teaching and learning (pp. 177–210). New York: Macmillan.Google Scholar
Washburne, C. W. (1922). Educational measurements as a key to individualizing instruction and promotions. Journal of Educational Research, 5, 195–206.Google Scholar
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd edn.). Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×