Overview

Wiggins makes the most convincing case yet that school-based assessment should aim mainly to improve, rather than to audit, student performance. Thanks to his penetrating discussions of feedback, the relationship of formal designs to practice, teaching for understanding, and rubrics, this book should dispel common misconceptions and elevate both the understanding and practice of authentic assessment? ?Fred M. Newmann, professor of curriculum and instruction, University of Wisconsin , Madison Assessing Student Performance laid out the theoretical foundations of a new assessment system that provides a more authentic picture of student capabilities than standardized testing. In Assessment for Excellence, Grant Wiggins provides guidance on how to design performance-based assessments for use in the classroom. This book covers all aspects of assessment design, including how to craft performance tasks that meet rigorous educational standards, how to score assessments fairly, and how to structure and judge student portfolios. It also looks at how performance assessment can be used to improve curriculum and instruction, grading and reporting?and teacher accountability.

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9780787908485

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Provides more pragmatic advice and background (including extensive references) on active assessments. (Choice) <br> Wiggins' newest book is rigorous and provocative, bringing to bear his understanding of teaching for understanding and its implications for performance-based assessment. (Knowledge Quest) <br> Grant Wiggins puts at once the current craze for 'assessment' of students on a higher, more commonsensical and moral ground. He brings the sharp eye of a philosopher and the constructive humility of a veteran teacher to the tasks of explaining what we must know about our students' knowing and what this means for practice. This is a constructively unsettling book on our attitudes about learning and about our all-too-familiar and challengeable habits of assessing for it. (Theodore R. Sizer, chairman, Coalition of Essential Schools) <br> Through forceful, in-depth argument and diverse examples, Wiggins makes the most convincing case yet that school-based assessment sho

Provides more pragmatic advice and background (including extensive references) on active assessments. (Choice) <br> Wiggins' newest book is rigorous and provocative, bringing to bear his understanding of teaching for understanding and its implications for performance-based assessment. (Knowledge Quest) <br>Grant Wiggins puts at once the current craze for 'assessment' of students on a higher, more commonsensical and moral ground. He brings the sharp eye of a philosopher and the constructive humility of a veteran teacher to the tasks of explaining what we must know about our students' knowing and what this means for practice. This is a constructively unsettling book on our attitudes about learning and about our all-too-familiar and challengeable habits of assessing for it. (Theodore R. Sizer, chairman, Coalition of Essential Schools) <br> Through forceful, in-depth argument and diverse examples, Wiggins makes the most convincing case yet that school-based assessment should ai

Author Information

GRANT WIGGINS is the president and director of programs for the Center for Learning, Assessment, and School Structure (CLASS), a non-profit educational research and consulting organization in Pennington, New Jersey. He is the author of Assessing Student Performance (Jossey-Bass)

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