Stephen J. Chappuis, Carol A. Commodore, Richard J. Stiggins

Balanced Assessment Systems

Leadership, Quality, and the Role of Classroom Assessment

• Broschiertes Buch

Produktbeschreibung

The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts. This guide shows how to: develop balance in an assessment system by combining formative and summative approaches, with insight on students' progress; strengthen classroom-based assessment; and involve students in self-assessment.

Produktdetails

• Verlag: SAGE Publications Inc
• Seitenzahl: 136
• Erscheinungstermin: 25. August 2016
• Englisch
• Abmessung: 277mm x 213mm x 10mm
• Gewicht: 402g
• ISBN-13: 9781506354200
• ISBN-10: 1506354203
• Artikelnr.: 44731124

Autorenporträt

Steve Chappuis has served as a public school teacher, principal and district administrator. In the private sector he helped small and large education service companies establish strategic plans for professional development and publishing. He has delivered presentations around the country to school leaders on the benefits of quality classroom assessment and how to implement local balanced assessment systems, and has authored and co-authored books and articles on the same topics.

Inhaltsangabe

Introduction
About the Authors
Part 1. Balanced Assessment Systems and Student Learning
Today's Assessment Environment
Assessment and the New School Mission
Building Local Assessment Systems for Balance and Quality
Inside the System
Levels of Assessment Use
Classroom Assessment
Interim/Benchmark Assessment
Annual Assessment
Activity 1.1: Formative or Summative?
The Benefits of Balance
Learning Targets for Readers
Thinking About Assessment: Support Resources for Part 1
Activity 1.2: Embracing the Vision of a Standards-Based School
Activity 1.3: Discussing Key Assessment Concepts With Faculty
Part 2. Five Assessment Actions for Balance and Quality
Action 1: Balance Your Assessment System
Is Your Assessment System in Balance?
Strategies for Balancing Assessment Systems
Activity 2.1: Conducting an Assessment Audit
Action 2: Continue to Refine Achievement Standards
What Is the Current State of Your Achievement Standards?
Student- and Family-Friendly Learning Targets
Activity 2.2: Deconstructing Standards Into Classroom-Level Achievement
Targets: Practice for School Leaders
Action 3: Ensure Assessment Quality
How Can You Ensure Assessment Quality?
Activity 2.3: Indicators of Sound Classroom Assessment Practice
Action 4: Build Effective Systems for Communicating Assessment Results
Action 5: Link Assessment to Student Motivation With Assessment for
Learning Strategies
Assessment for Learning: Bringing Students Onboard
Activity 2.4: Assessment for Learning Self-Evaluation
Thinking About Assessment: Support Resources for Part 2
Activity 2.5: Local Assessment System Self-Evaluation
Part 3. Individual Leadership Actions for Balance and Quality
Individual Leadership Actions
Individual Leadership Action 1: Deepen your personal understanding of a
sound and balanced assessment system and the conditions required to achieve
it.
Activity 3.1: Merging Local and State Assessment Systems
Individual Leadership Action 2: Promote the necessity and use of clear
academic achievement standards in every subject and grade level with
aligned classroom-level learning targets and the understanding of their
relationship to the development ....
Activity 3.2: Implementing the Written Curriculum
Individual Leadership Action 3: Promote and communicate standards of
quality for student assessments, helping teachers learn to assess
accurately, and work to ensure that these standards are met in all
school/district assessments.
Activity 3.3: Verifying Teachers' Content Knowledge and Assessment
Competence
Individual Leadership Action 4: Deepen your knowledge of formative
assessment practices that involve students and work with staff to integrate
them into classroom instruction.
Activity 3.4: Communicating Learning Targets in Student-Friendly Language
Individual Leadership Action 5: Create the conditions necessary for the
appropriate use and reporting of student achievement information, including
report card grades.
Grading and Reporting
Activity 3.5: A Rubric for Sound Grading Practice
Activity 3.6: When Grades Don't Match the State Assessment Results
Individual Leadership Action 6: Form or participate in peer learning groups
to practice observing and evaluating teacher classroom assessment
competencies.
Activity 3.7: Should Teachers Be Held Accountable for Assessment Competence
Through Evaluation?
Individual Leadership Action 7: Review and examine current school/district
assessment-related policies for alignment to sound assessment practice, and
encourage revision as needed.
Activity 3.8: Using School/District Policies to Support Quality Assessment
Thinking About Assessment: Support Resources for Part 3
Activity 3.9: Auditing for Balance in Classroom Curriculum and Assessment
Activity 3.10: Assessment Leadership Success Indicators
Activity 3.11: Action Planning for Assessment Balance and Quality
References
Index