Overview

This combination book and workbook features: A user-friendly format with hands-on practice Practical examples and expanded information about assessment for learning in everyday instruction Accompanying CD-ROM and DVD that contain additional resources and video segments Also included in the Total Professional Development Package - ISBN 9780132548922 Professional Papers and Recent Staff Articles Arter, Judy (04/16/2009). Classroom Assessment For Student Learning (CASL) Perspective on the JCSEE Student Evaluation Standards. Additional Resources Visit http://ati.pearson.com to read more articles on assessment, download study guides, and more!

Full Product Details

Author:   Rick J. Stiggins ,  Judith A. Arter ,  Jan Chappuis ,  Steve Chappuis
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 21.60cm , Height: 3.00cm , Length: 27.90cm
Weight:   1.161kg
ISBN:  

9780132548762

ISBN 10:   0132548763
Pages:   480
Publication Date:   19 July 2011
Audience:   Professional and scholarly ,  Professional & Vocational
Replaced By:   9780132685887
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 Part 1 Principles of Assessment for Learning and Assessment Quality . . . . 1 1 Classroom Assessment: Every Student a Winner! . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Keys to Quality Classroom Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 A Good Example: Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Some Students Aren’t So Lucky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Another Story of Student Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 What Are the Keys to Quality Classroom Assessment? . . . . . . . . . . . . . . . . . . . . . . 12 Therefore, Our Mission Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 To Get the Most from This Program, Form a Learning Team . . . . . . . . . . . . . . . . . . . . 19 Why Workshops Are Not Enough . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 What Is a Learning Team? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 The Learning Team Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Finding Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Overview of This Learning Experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Tracking Your Learning—Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 2 Assessment for and of Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 What We Mean by Assessment for and of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Why the Distinction Is Important . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Impact of Assessment for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Assessment and Student Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 The Research on Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 The Goal with Assessment for Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 What Does Assessment for Learning Look Like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Where Am I Going? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Where Am I Now? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 How Can I Close the Gap? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 These Strategies as a Progression. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Tracking Your Learning–Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 3 Assess What? Clear Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 The Importance of Beginning with Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Benefits to Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Benefits to Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Benefits to Parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Clear Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Knowledge Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Reasoning Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Performance Skill Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Product Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Dispositional Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Summary of Learning Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Learning Targets, State Standards, and Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 What’s in a Name, or, Kinds of Learning Targets out There . . . . . . . . . . . . . . . . . . 75 We Need Good Curriculum Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 What Happens When the Curriculum Has Problems? . . . . . . . . . . . . . . . . . . . . . . . 78 What to Do—Deconstructing Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Concluding Thoughts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Tracking Your Learning—Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Part 2 Assessment Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 4 Assess How? Designing Assessments to Do What You Want . . . . . . . . . . . . . . . . 89 Assessment Methods—A Menu of Options. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Selected Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Extended Written Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Performance Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Personal Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Misconceptions About Assessment Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Target–Method Match . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Assessing Knowledge Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Assessing Reasoning Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Assessing Performance Skills Targets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Assessing Proficiency in Creating Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Thinking About Target–Method Match. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Assessment Development Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Stage 1: Plan the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Stage 2: Develop the Assessment—Good Exercises and Sound Scoring Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Stage 3: Critique the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Stage 4: Administer the Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Stage 5: Revise the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Assessment for Learning Using Assessment Plans . . . . . . . . . . . . . . . . . . . . . . . . 118 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Tracking Your Learning—Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . 119 5 Selected Response Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 When to Use Selected Response Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Matching Method to Target . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Other Contextual Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Developing Selected Response Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Stage 1: Plan the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Stage 2: Develop the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Stage 3: Critique the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Stages 4 and 5: Administer the Assessment, Watch for Problems, and Revise as Needed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Selected Response Assessment for Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Where Am I Going? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Where Am I Now? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 How Can I Close the Gap? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Tracking Your Learning–Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 6 Extended Written Response Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 When To Use Extended Written Response Assessment . . . . . . . . . . . . . . . . . . . . . . . 169 Matching Method to Target . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Other Contextual Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Developing Extended Written Response Assessments . . . . . . . . . . . . . . . . . . . . . . . . 171 Stage 1: Plan the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Stage 2: Develop the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Stage 3: Critique the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Stages 4 and 5: Administer the Assessment, Watch for Problems, and Revise as Needed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Extended Written Response Assessment for Learning . . . . . . . . . . . . . . . . . . . . . . . . 185 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Tracking Your Learning—Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 7 Performance Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Assessment Based on Observation and Judgment. . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Definition of Performance Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 The Two Parts of a Performance Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 When to Use Performance Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Developing Performance Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Stage 1: Plan the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Stage 2: Develop the Assessment—Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Stage 3: Critique the Assessment—Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Stage 2: Develop the Assessment—Performance Tasks . . . . . . . . . . . . . . . . . . . . 218 Stage 3: Critique the Assessment—Performance Tasks . . . . . . . . . . . . . . . . . . . . 230 Stages 4 and 5: Administer the Assessment, Watch for Problems, and Revise as Needed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Seven Strategies for Using Rubrics as Instructional Tools in the Classroom . . . . . . . 231 Where Am I Going? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 Where Am I Now? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 How Can I Close the Gap? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Tracking Your Learning—Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 8 Personal Communication as Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 When to Use Personal Communication Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 253 Matching Method to Target . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 Other Contextual Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 Types of Personal Communication Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 Instructional Questions and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 Conferences and Interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 Class Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 Oral Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264 Journals and Logs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 Possible Sources of Bias That Can Distort Results . . . . . . . . . . . . . . . . . . . . . . . . . . . 271 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272 Tracking Your Learning–Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . 273 Additional Portfolio Entries to Represent Learning from Parts 1 and 2. . . . . . . . . . . 273 Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 Part 3 Communicating Assessment Results . . . . . . . . . . . . . . . . . . . . . . . 277 9 Communicating About Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 Balancing Assessments for and of Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 Synchronizing Assessments for and of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 281 Motivating Practice Without Grading Everything . . . . . . . . . . . . . . . . . . . . . . . . . 283 Acclimating Students to Descriptive Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . 284 Information Management Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285 What Evidence Will I Gather? Who Will Gather It? . . . . . . . . . . . . . . . . . . . . . . . . 285 Where Will the Evidence Go? How Will I Store It?. . . . . . . . . . . . . . . . . . . . . . . . . 287 How, if at All, Will I Summarize Information?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 Conditions for Effective Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292 Shared Understanding of the Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292 Accurate Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 Clearly Defined Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 Communication Tailored to the Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 Meeting Student and Parent Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 What Students Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 What Parents Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 Tracking Your Learning–Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . 298 10 Assessment of Learning: Report Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 The Challenges of Report Card Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304 Why Do We Grade? The Purpose of Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304 Three Grading Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306 Principle 1: The Purpose of Grades Is to Communicate . . . . . . . . . . . . . . . . . . . . 308 Principle 2: Grades Communicate About Achievement. . . . . . . . . . . . . . . . . . . . . 309 Principle 3: Grades Reflect Current Level of Achievement . . . . . . . . . . . . . . . . . . 311 Grading Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 Guideline 1: Organizing the Gradebook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 Guideline 2: Including Factors in the Final Grade . . . . . . . . . . . . . . . . . . . . . . . . . 311 Guideline 3: Considering Assessment Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 Guideline 4: Considering Most Recent Information . . . . . . . . . . . . . . . . . . . . . . . . 314 Guideline 5: Summarizing Information and Determining the Final Grade . . . . . . 314 Guideline 6: Verifying Assessment Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 Guideline 7: Involving Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 Steps in Report Card Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326 Rubric for Grading Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330 Tracking Your Learning—Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . 332 11 Portfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335 Kinds of Portfolios—Focus on Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339 Project Portfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340 Growth Portfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340 Achievement Portfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340 Competence Portfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341 Celebration Portfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341 Working Folders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341 Portfolio Contents—Focus on Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341 Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342 Work Sample Annotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 Goal Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345 Student Self-Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345 Judging Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347 Criteria for Judging Individual Entries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 Criteria for Self-Reflection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 Criteria for the Portfolio as a Whole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349 Sharing Options–Communicating with Portfolios . . . . . . . . . . . . . . . . . . . . . . . . . . . 349 Summary of Portfolio Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349 Keys to Successful Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353 Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353 Keeping Track . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 Classroom Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355 Tracking Your Progress–Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . 355 12 Conferences About and with Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 Purposes for Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363 The Feedback Conference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363 Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 Keys to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 The Time Issue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 The Fine Line Between Offering Feedback and Doing the Work for the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366 The Goal-Setting Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367 Keys to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367 Goals That Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368 Student-Selected Long-Term Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 Setting Goals Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374 The Intervention Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374 The Demonstration of Growth Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Improvement on One Learning Target . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Growth over Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376 Followup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376 The Achievement Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 During the Two-Way Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380 During the Three-Way Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380 During the Showcase Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381 Preparing for and Conducting a Conference Focused on Evidence of Meeting Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381 Followup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384 Tracking Your Learning—Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . 384 13 Practical Help with Standardized Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387 Information Every Educator Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389 The Nuts and Bolts of Standardized Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392 Important Definitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392 Common Misconceptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393 Test Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394 Some Surprises to Consider . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396 Test Scores and What They Mean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399 Measurement Error . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408 Using Standardized Tests to Promote Student Learning. . . . . . . . . . . . . . . . . . . . . . . 410 Make Learning Targets Clear to Students Using Released Test Questions . . . . . 410 Deconstruct the Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410 Ethical Test Preparation Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413 What Parents Need to Know About Standardized Tests . . . . . . . . . . . . . . . . . . . . . . . 418 Before the Standardized Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420 After the Standardized Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422 Implications for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423 Responsibility 1: Protect the Well-Being of Students! . . . . . . . . . . . . . . . . . . . . . . 423 Responsibility 2: Strive for Accurate Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425 Tracking Your Learning–Possible Portfolio Entries . . . . . . . . . . . . . . . . . . . . . . . . . . 426 Additional Portfolio Entries to Represent Learning from Part 3 . . . . . . . . . . . . . . . . 428 Culminating Portfolio Preparation for Sharing with Peers . . . . . . . . . . . . . . . . . . . . . 429 Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430 Closing Comments from the Authors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431 Appendix A: CD Contents by Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437 Appendix B: DVD Contents by Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449

Reviews

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. A nationally recognized expert in performance assessment, Judy Arter's background includes statewide writing assessments, development of large-scale and classroom-based assessments for competency assessment and development of district performance assessments. Prior to joining ETS, Judy directed Northwest Regional Educational Laboratory's (NWREL) assessment unit. She has written extensively on performance assessment and rubrics, and is the co-author of Creating & Recognizing Quality Rubrics. Prior to joining ATI, Jan Chappuis was a curriculum and assessment specialist responsible for professional development and school improvement. Her background as an elementary and secondary teacher, combined with her assessment expertise and professional development experience, enables Jan to provide teachers and school leaders with practical solutions for motivating students and involving them in their own academic success. Her most recent publication, Seven Strategies of Assessment forLearning, helps teachers adopt formative assessment practices shown to improve learning. 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."

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions