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| Building the Foundation | |
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| Contents of This Guide | |
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| Getting Ready | |
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| Building the Foundation for Understanding Quality Assessment | |
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| "Inside the Black Box: Raising Standards Through Classroom Assessment" ..10 | |
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| A Vision of the Perfect Assessment System | |
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| The Perfect Assessment System | |
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| Fundamental Beliefs and Values | |
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| What is "Assessment for Learning"? | |
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| The Active Ingredients | |
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| Carefully Defined Achievement Expectations | |
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| Honoring All Users and Uses | |
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| Dependable Evidence of Learning | |
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| Effective Management and Communication of Results | |
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| The Promise of Balanced Assessment Systems | |
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| Research Results | |
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| Summary: Balance Is Essential | |
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| "Emily's Story" | |
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| "Emily's Story: A Story of Classroom Success" ..............................................43 | |
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| The Path: Five Doors to Excellence in Assessment | |
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| Overview of the Path to the Perfect Assessment System | |
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| Focusing on Achievement Expectations | |
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| Agreeing on Achievement Expectations | |
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| Creating an Effective Curriculum | |
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| Teacher Mastery of Student Standards | |
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| Summary | |
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| Serving ALL Assessment Users | |
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| Understanding Who the Users Are | |
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| Planning for Classroom Assessment | |
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| Planning for Standardized Testing | |
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| Summary | |
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| Developing Assessment Literacy | |
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| Keys to Quality Classroom Assessment | |
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| Why Assess? To Serve the User's Information Needs | |
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| Assess What? Clear Targets | |
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| Assess How? Assessment Design to Promote Accuracy | |
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| Communicate Results How? In a Timely and UnderstandableManner | |
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| Involve Students-Make Assessment Instruction | |
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| Barriers to Accurate Assessment | |
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| A Lack of Time to Assess Well | |
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| An Institutional Barrier to Quality | |
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| A Community Barrier to Quality | |
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| The Ultimate Barrier to Quality | |
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| Removing the Barriers | |
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| The Nine Principles of Assessment for Learning | |
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| Organizing Learning Teams for Professional Development inAssessment for Learning | |
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| Summary | |
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| Communicating Effectively About Student Achievement | |
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| Creating a Supportive Policy Environment | |
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| A Sample District Assessment Policy | |
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| Personnel Policy and Excellence in Assessment | |
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| Rethinking Other Relevant Policies | |
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| Summary | |
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| Summarizing the Path to Excellence in Assessment | |
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| Creating an Assessment Profile for Your School/District..........................85 | |
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| The Required Skills for Assessment Balance and Quality: Ten Competencies for Educational Leaders | |
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| Leading Assessment for Learning | |
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| Competency 1 | |
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| ATI Interactive Video: Evaluating Assessment Quality:Hands-on Practice | |
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| Analyze Assessments for Clear Targets | |
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| Developmental Continua for Teachers | |
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| Competency 2 | |
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| Classroom Assessment for Learning | |
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| "Classroom Assessment for Learning" | |
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| Principles of Assessment for Learning: A Self-Analysis | |
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| Converting Learning Targets to Student-Friendly Language | |
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| Ways That Teachers and Students Use Formative Assessment | |
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| Using Feedback to Set Goals | |
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| Using Test Results to Self-Assess and Set Goals | |
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| Student Self-Assessment and Goal-Setting Activities | |
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| Competency 3 | |
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| Implementing the Written Curriculum | |
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| Deconstructing Standards into Classroom-Level AchievementTargets: Practice for School Leaders | |
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| Using Interviews to Hire Teachers with Content Knowledge andAssessment Competence | |
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| Auditing Your Classroom Curriculum | |
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| Competency 4 | |
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| Should Teachers Be Held Accountable for Assessment CompetenceThrough Evaluation? | |
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| Competency 5 | |
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| Analyzing Your Professional Development Program | |
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| Learning Teams for Assessment Literacy | |
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| How Principals Can Support Learning Teams | |
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| Competency 6 | |
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| Conducting an Assessment Audit | |
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| Competency 7 | |
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| Using School/District Policies to Support Quality Assessment | |
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| Competency 8 | |
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| Grading Scenarios | |
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| ATI Interactive Video: Grading & Reporting in Standards-Based Schools | |
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| When Grades Don't Match the State Assessment Results | |
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| Rubric for Grading | |
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| A Standard Cover Letter to Parents | |
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| Competency 9 | |
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| Merging Local and State Assessment Systems | |
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| Competency 10 | |
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| "Is This Responsible?" | |
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| Guidelines for Test Preparation and Administration | |
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| A Self-Analysis for School Leaders ........................................................242 | |
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| Planning for Action | |
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| Connecting Assessment for Learning to Other School ImprovementInitiatives | |
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| Action Planning for Assessment Balance and Quality | |
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| Closing the Gap | |
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| Action Planning Templates | |
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| Additional Planning Considerations | |
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| The Comprehensive Assessment Plan | |
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| Helping Policy Makers Understand Balance and Quality | |
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| Communicating and Monitoring the Plan | |
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| Reconciling Current and Future Systems | |
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| Evaluating the Action Plan | |
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| Case Study of an Individual Teacher or a Few Teachers | |
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| The Study of a Learning Team | |
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| The Study of a School District | |
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| Classroom Action Research-The Study of Impacts on Students | |
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| Two Evaluation Focal Points | |
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| Process Evaluation | |
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| Evaluation of Impact | |
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| In Closing | |
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| References | |
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| About the Authors | |
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| CD-ROM/DVD Contents | |