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| Acknowledgements | |
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| Foreword | |
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| Laying the Foundation | |
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| Working at the System Level | |
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| Seven Actions to Ensure Student Success | |
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| Supporting the Learning of the Leaders | |
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| Contents of This Action Guide | |
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| Laying the Foundation | |
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| Building the Vision | |
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| The Path to Assessment Balance and Quality | |
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| Required Skills for Assessment Balance and Quality | |
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| Planning for Action | |
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| Additional Content | |
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| Building the Vision | |
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| Vision | |
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| Balanced Assessment Systems | |
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| Classroom Assessment | |
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| Interim/Benchmark Assessment | |
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| Annual Testing | |
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| Vision | |
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| Accurate Assessment | |
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| Keys to Accuracy | |
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| Keys to Effective Use | |
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| Vision | |
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| Classroom Assessment for Student Learning | |
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| Assessment for Learning | |
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| Summary of the Vision | |
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| Reflecting on the Vision of Excellence in Assessment | |
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| Building a Vision of a Quality, Balanced Assessment Program | |
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| The Path to Assessment Balance and Quality | |
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| Beginning Your School or District Self-Evaluation | |
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| Balance Your Assessment System | |
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| Is Your Assessment System in Balance? | |
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| Deepening Your Understanding of Balanced Assessment Systems | |
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| Formative or Summative? | |
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| Conducting an Assessment Audit | |
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| Refine Achievement Standards | |
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| What Is the Current State of Your Achievement Standards? | |
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| Deepening Your Understanding of Refined Standards | |
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| Ensure Assessment Quality | |
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| Can You Ensure Assessment Quality? | |
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| Deepening Your Understanding of Assessment Quality | |
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| Help Learners Become Assessors by Using Assessment for Learning | |
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| Strategies in the Classroom | |
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| Are Your Learners Involved in Their Own Assessment? | |
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| Deepening Your Understanding of Assessment for Learning Strategies in the Classroom | |
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| Build Communication Systems That Both Support and Report Learning | |
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| Do Your Teachers Know How to Communicate Effectively about Student Learning? | |
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| Deepening Your Understanding of Balanced Communication Systems | |
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| Motivate Students with Learning Success | |
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| Do Your Teachers Use Learning Success to Motivate Students? | |
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| Deepening Your Understanding of How to Motivate Students with Learning Success | |
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| Promote the Development of Assessment Literacy | |
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| Do You Need to Promote the Development of Assessment Literacy? | |
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| Deepening Your Understanding of How to Promote Assessment Literacy | |
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| Summarizing the Path to Excellence in Assessment | |
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| School/District Assessment System Self-Evaluation | |
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| Required Skills for Assessment Balance and Quality | |
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| Leading Assessment for Learning | |
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| The leader understands the attributes of a sound and balanced assessment system, and the conditions required to achieve balance in local systems | |
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| Success Indicators for Competency 1 | |
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| Practice with Competency 1 | |
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| Merging Local and State Assessment Systems | |
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| Auditing for Balance in Classroom Assessment | |
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| The leader understands the necessity of clear academic achievement standards, aligned classroom-level achievement targets, and their relationship to the development of accurate assessments | |
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| Success Indicators for Competency 2 | |
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| Practice with Competency 2 | |
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| Embracing the Vision of a Standards-based School | |
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| Implementing the Written Curriculum | |
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| Deconstructing Standards into Classroom-level Achievement Targets: | |
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| Practice for School Leaders | |
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| The leader understands the standards of quality for student assessments, helps teachers learn to assess accurately, and ensures that these standards are met in all school/district assessments | |
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| Success Indicators for Competency 3 | |
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| Practice with Competency 3 | |
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| Indicators of Sound Classroom Assessment Practice | |
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| Analyze Assessments for Clear Targets | |
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| The leader knows assessment for learning practices and works with staff to integrate them into classroom instruction | |
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| Success Indicators for Competency 4 | |
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| Practice with Competency 4 | |
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| Communicating Learning Targets in Student-friendly Language | |
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| Assessment for Learning Self-evaluation | |
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| The leader creates the conditions necessary for the appropriate use and reporting of student achievement information, and can communicate effectively with all members of the school community about student assessment results, including report card grades, and their relationship to improving curriculum and instruction | |
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| Communicating Annual Test Scores to Parents and Community | |
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| Grading and Reporting | |
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| Success Indicators for Competency 5 | |
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| Practice with Competency 5 | |
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| A Rubric for Sound Grading Practice | |
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| When Grades Don't Match the State Assessment Results | |
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| A Standard Cover Letter to Parents | |
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| The leader understands the issues related to the unethical and inappropriate use of student assessment and protects students and staff from such misuse | |
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| Success Indicators for Competency 6 | |
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| Practice with Competency 6 | |
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| "Is This Responsible?" | |
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| Guidelines for Test Preparation and Administration | |
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| The leader can plan, present, and/or secure professional development activities that contribute to the use of sound assessment practices | |
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| Success Indicators for Competency 7 | |
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| Practice with Competency 7 | |
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| Supporting Teacher Learning Teams | |
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| Discussing Key Assessment Concepts with Faculty | |
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| The leader knows and can evaluate teachers' classroom assessment competencies, and helps teachers learn to assess accurately and use the results to benefit student learning | |
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| Success Indicators for Competency 8 | |
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| Practice with Competency 8 | |
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| Verifying Teachers' Content Knowledge and Assessment Competence | |
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| Should Teachers Be Held Accountable for Assessment Competence through Evaluation? | |
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| The leader analyzes student assessment information accurately, uses the information to improve curriculum and instruction, and assists teachers in doing the same | |
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| Common and Interim/Benchmark Assessments | |
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| Annual Assessments | |
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| Success Indicators for Competency 9 | |
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| Practice with Competency 9 | |
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| The leader develops and implements sound assessment and assessmentrelated policies | |
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| Success Indicators for Competency 10 | |
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| Practice with Competency 10 | |
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| Using School/District Policies to Support Quality Assessment | |
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| A Self-analysis for School Leaders | |
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| Planning for Action | |
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| Making Connections between Leadership Competencies and the Seven Actions | |
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| Making Connections between a District's Current Direction and Assessment Literacy | |
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| Linking the Ten Assessment Competencies for School Leaders with the 2008 ISLLC Educational Leadership Policy Standards and the Twenty-one | |
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| Principal Leadership Responsibilities | |
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| Action Planning for Assessment Balance and Quality | |
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| Where Are We Trying to Go with Our Assessment System? | |
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| Where Are We Now? | |
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| How Can We Close the Gap between the Two? | |
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| Prioritizing the Actions to Take | |
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| Action Planning Templates | |
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| Top Section of the Action Planning Template | |
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| Bottom Section of the Action Planning Template | |
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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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| Analysis of Impact | |
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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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| In Closing | |
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| References | |
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| About the Authors | |
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| CD-ROM/DVD Contents | |