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Balanced Assessment Systems
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Balanced Assessment Systems
Leadership, Quality, and the Role of Classroom Assessment

First Edition
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August 2016 | 136 pages | Corwin

Build a balanced assessment system and support ESSA implementation!

It has never been more important to develop balanced assessment systems that can provide meaningful information, improve teaching practices, and help students learn. The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts—an opportunity to change assessment for the better.

Authors Chappuis, Commodore, and Stiggins have helped thousands of teachers, principals and other educational leaders in becoming assessment-literate and developing assessment systems built on quality assessment. This comprehensive new guide provides clear steps and strategies for developing an assessment system, and includes many interactive exercises designed for professional development and system implementation. Readers will learn how to:

  • Create a balanced assessment system and analyze the progress being made within your school or district toward it
  • Develop and implement assessment systems that are both formative (measuring learning in progress) and summative (verifying learning that has taken place)
  • Take specific leadership actions that advance the balance and quality of assessment systems
  • Help teachers integrate formative assessments into classroom instruction
  • Empower students by involving them in the assessment process

Take action now to make proactive, positive changes in your school or district’s approach to assessment!

 
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

Supplements

Sample Materials & Chapters

Introduction

Chapter 1 Balanced Assessment Systems and Student Learning


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ISBN: 9781506354200

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