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What Teachers Really Need to Know About Formative Assessment


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What does formative assessment look like, and when should I use it? What kind of planning does it require, and what kinds of data does it generate? How will formative assessment improve my teaching and help my students succeed in a standards-based environment? How does it relate to my application of multiple intelligences theory, to differentiated instruction, and to everything else I′m already doing in my classroom?

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About the authors

Laura Greenstein has been an educator for 35 years. She has experience as a classroom teacher (pre-K to 12th grade), department chairperson, board of education member, and professional development specialist. She is also an adjunct professor at the University of Connecticut and the University of New Haven. Her years spent outside of public education in state, federal, and nonprofit organizations have expanded her outlook on education. She has also served on local, state, and university leadership committees.

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