Full Description
How can we help teachers use classroom assessments to gather appropriate evidence for all valued learning goals, and to use those assessments not just to measure learning but to promote it? This book provides an answer in a practical, proven, and principled Assessment Planning Framework that moves away from solely multiple-choice tests toward a wide range of approaches to classroom assessment activities, including performance-based assessments. The Framework examines four different types of learning goals, considers various purposes and audiences for assessment information, reviews five categories of classroom assessment methods, and presents options for communicating actionable results. To the authors, the primary purpose of classroom assessment is to inform teaching and learning, rather than simply to assign grades. This concise resource will be a reliable go-to reference for teachers, school leaders, mentors, and coaches in guiding classroom assessment practices and understanding their underlying principles. Book Features:
Builds on the classic book Understanding by Design, written by Grant Wiggins and Jay McTighe.
Offers a practical, nontechnical presentation appropriate for teacher preparation and busy practitioners (K-16).
Explores different purposes for, and methods of, classroom assessment and grading.
Addresses assessment of academic standards as well as transdisciplinary outcomes, such as 21st-century skills.
Describes the principles and practices underlying standards-based grading.
Contents
Contents (Tentative)
Foreword
Introduction
1. Principles of Effective Classroom Assessment
Principle #1—Assessment Should Serve Learning
Principle #2—Multiple Measures Provide More Evidence
Principle #3—Assessments Should Align with Goals
Principle #4—Assessments Should Measure What Matters
Principle #5—Assessments Should Be Fair
Conclusion
2. An Assessment Planning Framework
Begin with the End in Mind
Classroom Assessment and National Content Standards
Purpose and Audience Matter
Classroom Assessment and Statewide Accountability Testing
Conclusion
3. Assessment Methods
Selected Response
Brief Constructed Response
Performance-Based Assessments
Process-focused Assessments
Conclusion
4. Evaluating Student Performance
Criterion Lists
Rubrics
Evaluation Roles
Conclusion
5. Communicating Assessment Results
Communication Methods
Grading Principles and Practices
Formative Assessment and Feedback
Conclusion
6. Classroom Assessment Strategies for Teachers
Practice 1. Use assessments to frame learning goals
Practice 2: Diagnose before you start teaching.
Practice 3: Create an authentic context for performance-based assessments
Practice 4: Show evaluative criteria in the beginning
Practice 5: Provide illustrative models
Practice 6: Offer appropriate choices
Practice 7: Provide ongoing feedback
Practice 8: Encourage self-assessment and goal setting
Conclusion
7. Tips for School Leaders
1. Assess the Staff
2. Conduct a School Assessment Audit
3. Offer Targeted Professional Development
4. Share and Discuss Assessment-Related Articles
5. Develop or Adopt Principles of Assessment and Grading
6. Share Successful Practices
7. Schedule Peer Visitations
8. Design Assessments Collaboratively
9. Examine Assessment Results in Teams
10. Discourage Excessive Test Prep
11. Organize a Voluntary Book Study
Conclusion
Glossary of Assessment Terms
References
Index
About the Authors
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