The purpose of Heritage and Wylie’s book is to use the interconnection between ambitious teaching, formative assessment, and disciplinary knowledge to explore a professional learning continuum from preservice to induction to in-service for discipline-based formative assessment. The authors offer suggestions on how teachers can experience supported continuing workplace professional learning in formative assessment throughout their careers. In the introduction, the authors argue formative assessment depends on the teaching discipline, so teachers need to have content knowledge, knowledge of analytics, and awareness of how students are learning within their discipline.

The title of this book does describe the content covered. The book is set up in 10 chapters with an introduction and conclusion. Chapters 1 and 2 should be read first as they provide an overview of definitions, learning theory, and a general approach to professional learning carried throughout the other chapters. Chapters 3 to 6 are discipline-specific examples of how...

You do not currently have access to this content.