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Acknowledgments | |
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About the Author | |
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The Promise and Challenge of Classroom Assessment | |
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The Educational World Has Changed | |
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The Power of Classroom Assessment | |
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Why a Second Edition? | |
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The Case of Understanding Mathematics Learning and Assessment | |
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Using This Book | |
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Ideas for Follow Up | |
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Situating Assessment Changes | |
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A Brief History of Assessment | |
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Looking for Change in all the Wrong Places | |
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Rethinking Assessment for Real Change | |
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Purpose Is Everything | |
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Classroom Assessment and Large-Scale Reform | |
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Taking Up the Challenge | |
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Ideas for Follow Up | |
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Assessment of Learning, for Learning, and as Learning | |
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Assessment for Learning | |
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Assessment as Learning | |
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Assessment of Learning | |
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Getting the Balance Right | |
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Ideas for Follow Up | |
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Spotlight on Learning | |
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Learning Makes Us Human | |
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How People Learn | |
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Learning for Understanding | |
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Learning Is Hard Work | |
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Learning Happens in Context | |
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Ideas for Follow Up | |
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Assessment and Learning | |
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The Contribution of Classroom Assessment to Learning | |
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Assessment as an Integral Part of Teaching and Learning | |
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Realizing the Power of Assessment to Optimize Learning | |
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Ideas for Follow Up | |
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Using Assessment to Identify What They Believe Is True | |
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The Case of the Pool Table | |
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Start With What They Believe Is True | |
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The Case of the Bog | |
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Ideas for Follow Up | |
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Using Assessment to Motivate Learning | |
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Assessment That Motivates | |
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The Case of Othello | |
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Assessment to Reverse Socialization | |
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Ideas for Follow Up | |
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Using Assessment to Make Connections | |
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Curriculum as Visible Targets for Learning | |
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Plan Learning, Plan Assessment, and Expect the Unexpected | |
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The Case of Planned Literacy Learning | |
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Differentiation | |
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Ideas for Follow Up | |
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Using Assessment to Extend Learning | |
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Feedback for Learning | |
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Rubrics and Exemplars as Tools | |
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The Case of the Brass Band | |
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Ideas, Connections, and Extensions (ICE) | |
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Ideas for Follow Up | |
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Using Assessment for Reflection and Self-Regulation | |
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The Case of Jojo | |
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Students as Their Best Assessors | |
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Developing Self-Regulating Habits of Mind | |
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The Case of Choices | |
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Ideas for Follow Up | |
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Getting to Assessment for Optimum Learning | |
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It's About Learning and It's About Time | |
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The Spirit of Assessment for Learning Requires Conceptual Change | |
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Think About What You Believe Is True | |
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Learn About Learning | |
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Know Your Subject | |
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Be an Expert Teacher | |
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Work Together in Collaborative Inquiry | |
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Don't Give Up, But Be Gentle With Yourself | |
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Self-Regulation for You Too | |
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Get the Support You Need | |
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Put It all Together | |
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References | |
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Index | |