Overview

New from Pearson ATI, Assessment Balance and Quality: An Action Guide for School Leaders, 3/e, is chock full of practical activities. Designed to enhance understanding of sound assessment practice; administrators gain a clear vision of what excellence in assessment looks like and the seven essential assessment actions schools and districts can take to realize that vision. Also presented are ten assessment competencies for school leaders, with activities and resources to help them learn and apply the skills. Professional Papers and Recent Staff Articles Chappuis, Stephen & Stiggins, Richard J. (10/10/2008). Finding balance: Assessment in the middle school classroom. Additional Resources Visit http://ati.pearson.comto read more articles on assessment, download study guides, and more!  

Full Product Details

Author:   Steve Chappuis ,  Carol Commodore ,  Rick J. Stiggins
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   3rd edition
Dimensions:   Width: 21.60cm , Height: 1.80cm , Length: 27.90cm
Weight:   0.590kg
ISBN:  

9780132548786

ISBN 10:   013254878
Pages:   240
Publication Date:   18 January 2011
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

Table of Contents   Acknowledgements.......................................................................................................... iii   Foreword.......................................................................................................................... v   PART 1 Laying the Foundation............................................................................ 1 Working at the System Level.........................................................................................................................4 Seven Actions to Ensure Student Success..............................................................................................5 Supporting the Learning of the Leaders......................................................................................................5 Contents of This Action Guide......................................................................................................................6 Part 1: Laying the Foundation..................................................................................................................6 Part 2: Building the Vision........................................................................................................................6 Part 3: The Path to Assessment Balance and Quality.............................................................................7 Part 4: Required Skills for Assessment Balance and Quality..................................................................8 Part 5: Planning for Action.......................................................................................................................8 Additional Content...................................................................................................................................8   PART 2 Building the Vision................................................................................ 11 Vision Part 1: Balanced Assessment Systems...........................................................................................13 Classroom Assessment...........................................................................................................................16 Interim/Benchmark Assessment............................................................................................................18 Annual Testing.......................................................................................................................................18 Vision Part 2: Accurate Assessment...........................................................................................................19 Keys to Accuracy........................................................................................................................................ 19 Keys to Effective Use.............................................................................................................................21 Vision Part 3: Classroom Assessment for Student Learning....................................................................22 Assessment for Learning.......................................................................................................................23 Summary of the Vision................................................................................................................................25 Activity 1: Reflecting on the Vision of Excellence in Assessment ........................................................27 Activity 2: Building a Vision of a Quality, Balanced Assessment Program.....................................28   PART 3 The Path to Assessment Balance and Quality..................................... 41 Beginning Your School or District Self-Evaluation...................................................................................44 Action 1: Balance Your Assessment System.............................................................................................44 Is Your Assessment System in Balance?................................................................................................45 Deepening Your Understanding of Balanced Assessment Systems......................................................48 Activity 3: Formative or Summative?......................................................................................................50 Activity 4: Conducting an Assessment Audit.........................................................................................52 Action 2: Refine Achievement Standards....................................................................................................55 What Is the Current State of Your Achievement Standards?................................................................56 Deepening Your Understanding of Refined Standards..........................................................................57 Action 3: Ensure Assessment Quality.......................................................................................................62 Can You Ensure Assessment Quality?....................................................................................................62 Deepening Your Understanding of Assessment Quality........................................................................63 Action 4: Help Learners Become Assessors by Using Assessment for Learning Strategies in the Classroom..................................................................................................................66 Are Your Learners Involved in Their Own Assessment?.......................................................................68 Deepening Your Understanding of Assessment for Learning Strategies in the Classroom................69 Action 5: Build Communication Systems That Both Support and Report Learning............................73 Do Your Teachers Know How to Communicate Effectively about Student Learning?........................74 Deepening Your Understanding of Balanced Communication Systems...............................................74 Action 6: Motivate Students with Learning Success................................................................................76 Do Your Teachers Use Learning Success to Motivate Students?..........................................................78 Deepening Your Understanding of How to Motivate Students with Learning Success.......................78 Action 7: Promote the Development of Assessment Literacy.................................................................80 Do You Need to Promote the Development of Assessment Literacy?..................................................82 Deepening Your Understanding of How to Promote Assessment Literacy..........................................82 Summarizing the Path to Excellence in Assessment...............................................................................83 Activity 5: School/District Assessment System Self-Evaluation..........................................................84   PART 4 Required Skills for Assessment Balance and Quality.......................... 95 Leading Assessment for Learning..............................................................................................................97 Competency 1: The leader understands the attributes of a sound and balanced assessment system, and the conditions required to achieve balance in local systems....................100 Success Indicators for Competency 1..................................................................................................101 Practice with Competency 1.................................................................................................................101 Activity 6: Merging Local and State Assessment Systems..................................................................101 Activity 7: Auditing for Balance in Classroom Assessment...............................................................103 Competency 2: The leader understands the necessity of clear academic achievement standards, aligned classroom-level achievement targets, and their relationship to the development of accurate assessments............................................................................................ 106 Success Indicators for Competency 2..................................................................................................107 Practice with Competency 2.................................................................................................................108 Activity 8: Embracing the Vision of a Standards-based School........................................................108 Activity 9: Implementing the Written Curriculum..............................................................................109 Activity 10: Deconstructing Standards into Classroom-level Achievement Targets: Practice for School Leaders..............................................................................................................113 Competency 3: 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............................................................................ 124 Success Indicators for Competency 3..................................................................................................126 Practice with Competency 3.................................................................................................................126 Activity 11: Indicators of Sound Classroom Assessment Practice....................................................126 Activity 12: Analyze Assessments for Clear Targets............................................................................129 Competency 4: The leader knows assessment for learning practices and works with staff to integrate them into classroom instruction................................................................................133 Success Indicators for Competency 4..................................................................................................134 Practice with Competency 4.................................................................................................................134 Activity 13: Communicating Learning Targets in Student-friendly Language............................134 Activity 14: Assessment for Learning Self-evaluation........................................................................138 Competency 5: 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......................... 141 Communicating Annual Test Scores to Parents and Community.......................................................141 Grading and Reporting.........................................................................................................................142 Success Indicators for Competency 5..................................................................................................143 Practice with Competency 5.................................................................................................................144 Activity 15: A Rubric for Sound Grading Practice..............................................................................144 Activity 16: When Grades Don’t Match the State Assessment Results..............................................149 Activity 17: A Standard Cover Letter to Parents..................................................................................150 Competency 6: The leader understands the issues related to the unethical and inappropriate use of student assessment and protects students and staff from such misuse................................153 Success Indicators for Competency 6..................................................................................................154 Practice with Competency 6.................................................................................................................154 Activity 18: “Is This Responsible?”.........................................................................................................155 Activity 19: Guidelines for Test Preparation and Administration..................................................157 Competency 7: The leader can plan, present, and/or secure professional development activities that contribute to the use of sound assessment practices..................................................160 Success Indicators for Competency 7..................................................................................................161 Practice with Competency 7.................................................................................................................161 Activity 20: Supporting Teacher Learning Teams..............................................................................162 Activity 21: Discussing Key Assessment Concepts with Faculty.......................................................171 Competency 8: 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........................................................................................................................179 Success Indicators for Competency 8..................................................................................................180 Practice with Competency 8.................................................................................................................181 Activity 22: Verifying Teachers’ Content Knowledge and Assessment Competence......................181 Activity 23: Should Teachers Be Held Accountable for Assessment Competence through Evaluation?.........................................................................................................................183 Competency 9: The leader analyzes student assessment information accurately, uses the information to improve curriculum and instruction, and assists teachers in doing the same............................................................................................................................................. 185 Common and Interim/Benchmark Assessments..................................................................................186 Annual Assessments............................................................................................................................186 Success Indicators for Competency 9..................................................................................................188 Practice with Competency 9.................................................................................................................188 Competency 10: The leader develops and implements sound assessment and assessmentrelated policies......................................................................................................................................189 Success Indicators for Competency 10................................................................................................191 Practice with Competency 10...............................................................................................................191 Activity 24: Using School/District Policies to Support Quality Assessment....................................191 Activity 25: A Self-analysis for School Leaders....................................................................................197   PART 5 Planning for Action............................................................................. 199 Activity 26: Making Connections between Leadership Competencies and the Seven Actions.....................................................................................................................................202 Activity 27: Making Connections between a District’s Current Direction and Assessment Literacy..........................................................................................................................204 Activity 28: Linking the Ten Assessment Competencies for School Leaders with the 2008 ISLLC Educational Leadership Policy Standards and the Twenty-one Principal Leadership Responsibilities...........................................................................................206 Action Planning for Assessment Balance and Quality...........................................................................209 Where Are We Trying to Go with Our Assessment System?...............................................................209 Where Are We Now?............................................................................................................................209 How Can We Close the Gap between the Two?...................................................................................209 Prioritizing the Actions to Take............................................................................................................210 Action Planning Templates.......................................................................................................................211 Top Section of the Action Planning Template.....................................................................................211 Bottom Section of the Action Planning Template...............................................................................212 Additional Planning Considerations.........................................................................................................216 The Comprehensive Assessment Plan.................................................................................................216 Helping Policy Makers Understand Balance and Quality....................................................................216 Communicating and Monitoring the Plan............................................................................................217 Analysis of Impact.....................................................................................................................................217 Case Study of an Individual Teacher or a Few Teachers....................................................................218 The Study of a Learning Team.............................................................................................................218   In Closing....................................................................................................................................................219   References....................................................................................................................221   About the Authors.........................................................................................................225   CD-ROM/DVD Contents...............................................................................................227

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Author Information

"Rick Stiggins founded the Assessment Training Institute (ATI) in 1992 to provide much-needed professional development in assessment for teachers and school leaders. ATI can help assessment users at all levels learn how to (a) create high-quality assessments, and (b) use them in the service of student success. The most unique feature of the ATI philosophy remains our advocacy of and professional development in ""assessment for learning""; that is, the use of student-involved classroom assessment, record keeping and communication to promote success for all students. The ATI programs, materials and services in classroom assessment for student learning are specifically designed to draw teachers and administrators into local learning teams to master principles of balanced assessment and assessment for learning. Rick is the author of numerous books, articles and papers on assessment practices in the classroom and its impact on students and student success.   Carol Commodore, Ph.D.,  is the founding member of Leadership, Learning and Assessment, LLC. She is also one of the founding members of the Wisconsin Assessment Consortium and an independent consultant with Pearson Assessment Training Institute of Portland, Oregon. Carol has also served as an assistant superintendent for instruction and a coordinator for assessment and has over twenty years experience as a classroom teacher, having taught students from kindergarten through graduate school. She has facilitated the development and implementation of a district-wide elementary world language program and a district-wide K-12 Standards and Balanced Assessment program for students. Carol’s research interests focus on the impact of assessment and instruction on learners and their learning. Her work with assessment, learning, motivation and leadership takes her across North America, Asia, Europe and the Middle East. She has provided numerous keynote addresses, workshops and consultations for school districts, schools and educational and nonprofit organizations. Carol is also a co-author of three books, The Power of SMART Goals: Using Goals to Improve Student Learning along with Beyond School Improvement: Embracing Innovative Leadership, and Assessment FOR Learning An Action Guide for School Leaders, 3rd edition.   Steve Chappuis brings a strong background in educational administration to ATI. His leadership experiences include serving as a junior high principal, a senior high principal and executive director responsible for supervision of schools and principals. As an assistant superintendent for curriculum and instruction, he implemented a standards-based instructional program that included comprehensive assessment plans with policies and professional development in classroom assessment. At ATI, Steve works with educators to help establish balanced and effective local assessment systems. He is also responsible for our leadership for excellence in assessment program - professional development for school leaders and policy makers, and is the co-author of Assessment Balance and Quality: An Action Guide for School Leaders 3rd. Ed."

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