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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 | |