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| stiggins classroom assessment for student learning: Classroom Assessment for Student Learning Richard J. Stiggins, Judith A. Arter, Jan Chappuis, 2004 DVD includes video segments illustrating ideas and practices presented in the book, and a CD-ROM containing activities that facilitate individual or group learning - back cover. |
| stiggins classroom assessment for student learning: Classroom Assessment for Student Learning Richard J. Stiggins, Judith A. Arter, Jan Chappuis, Stephen Chappuis, 2009-03-01 Presents a professional development program that focuses on assessment methods, teaching strategies, and communicating assessment results. |
| stiggins classroom assessment for student learning: An Introduction to Student-involved Assessment for Learning Richard J. Stiggins, Jan Chappuis, 2012 Written for pre-service teacher candidates who have little or no classroom experience, Rick Stiggins' multiple award-winning and market-leading text focuses squarely on preparing new teachers to assess students in classrooms, providing them with their initial orientation to classroom assessment and to the challenges they will face in monitoring student learning, in using the assessment process, and its results to benefit their students. The text clearly instructs teaching candidates on how to gather dependable evidence of student learning using quality assessments and how to use those assessments to support and to certify student learning. The book has an exceptionally strong focus on integrating assessment with instruction through student involvement in the assessment process; it is clearly the most non-technical and hands on practical orientation to assessment validity and reliability yet developed. It offers five easy-to-understand keys to effective classroom assessment practice that any teacher can learn to apply. The presentation covers the full range of classroom assessment methods, when and how to use them and how to communicate results in ways that support learning. Examples and models are offered across grade levels and schools subjects to assist candidates in learning these things. The treatment of student-involved assessment, record keeping, and communication as an instructional intervention is a unique entity of the text. Specific assessment strategies are offered throughout for helping students see the learning target from the beginning and then watch themselves move progressively close over time until they achieve ultimate learning success. Showing how to use assessment to accurately reflect student achievement and how to benefit-not merely grade-student learning, the text examines the full spectrum of assessment topics, from articulating targets, through developing quality assessments and communicating results effectively. |
| stiggins classroom assessment for student learning: Classroom Assessment for Student Learning Jan Chappuis, 2019-01-11 NOTE: Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of the Enhanced Pearson eText platform exists for each title, and registrations are not transferable. To register for and use Enhanced Pearson eText, you may also need a Course ID, which your instructor will provide. Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This package includes the Enhanced Pearson eText. Classroom Assessment for Student Learning helps readers gather accurate information about students' achievement and use the assessment process and its results effectively to improve achievement. This user-friendly guide is full of practical tips, activities, and real-world examples of what assessment for learning looks like in today's classrooms. The 3rd Edition continues to focus on five keys to quality classroom assessment, with an enhanced emphasis on the formative use of classroom assessment results. The keys help readers 1) establish a clear assessment purpose to meet the information needs of all intended users; 2) base instruction and assessment on clear learning targets; 3) design or select all assessments to meet standards of accuracy; 4) communicate summative and formative results effectively; and 5) involve students in the assessment process and in using results to further learning. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.** Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. **The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7 or 10 tablet, or iPad iOS 5.0 or later. 0135178983 / 9780135178980 Classroom Assessment for Student Learning: Doing It Right - Using It Well Plus Enhanced Pearson eText -- Access Card Package Package consists of: 0134899164 / 9780134899169 Classroom Assessment for Student Learning: Doing It Right - Using It Well, Pearson eText -- Access Card 0135185572 / 9780135185575 Classroom Assessment for Student Learning: Doing It Right - Using It Well |
| stiggins classroom assessment for student learning: Student-centered Classroom Assessment Richard J. Stiggins, 1997 The book elucidates the fundamental importance of high-quality assessment to student academic well-being and promotes the development of student self-assessment as a critically important life skill.Provides a clear, common sense description of all assessment methods (selected response, essay, performance, and personal communication) and how to align them with relevant achievement targets (knowledge, reasoning, skills, products, and dispositions). Easy-to-read and free of technical jargon, this book focuses squarely on what teachers need to know in order to make assessment work in classrooms. |
| stiggins classroom assessment for student learning: Assessment for Learning Stephen Chappuis, 2004 Helps administrators gain a clear vision of what excellence in assessment looks like and what it takes to achieve that vision. The specific competencies leaders need to support assessment FOR learning are identified, with activities and resources to help them learn and apply the skills. Written for use by individuals or group study.--Publisher's website. |
| stiggins classroom assessment for student learning: Balanced Assessment Systems Steve Chappuis, Carol Commodore, Rick Stiggins, 2016-07-20 Build a balanced assessment system and support ESSA requirements! The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts, and this comprehensive guide helps leaders meet and succeed that challenge. 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. Readers will learn how to: Develop balance in an assessment system by combining formative and summative approaches, providing insight on students’ progress Strengthen classroom-based assessment and involve students in self-assessment |
| stiggins classroom assessment for student learning: Classroom Assessment for Student Learning + Seven Strategies of Assessment for Learning Jan Chappuis, Rick J Stiggins, Judith A. Arter, Steve Chappuis, 2016-06-16 Classroom Assessment for Student Learning, 2/e is a combination textbook and workbook grounded in research shown to increase student motivation and learning through improved classroom assessment. This user-friendly, practical book is full of real-world examples of what assessment for learning looks like in today s classrooms. Presented in a format appropriate for use by individuals or collaborative learning teams, the book teaches two central concepts: How to create accurate classroom assessments of all types and how to integrate assessment with instruction day to day, with a focus on student involvement. In Seven Strategies of Assessment Learning, author Jan Chappuis gives K to 12 classroom teachers an incisive look at seven practical strategies structured around three essential questions Where am I going? Where am I now? and How can I close the gap? Complete with research-based recommendations about assessment practices for improving student achievement, the book is sequenced to help teachers easily weave formative assessment practices into daily teaching and assessment activities at all levels. After introducing the strategies and the research base for formative assessment practices, the remaining chapters explain each strategy in detail, provide a research-based rationale for using the strategy, describe how the strategy can be applied in contexts ranging from kindergarten through high school in a range of subject areas, and offer instructions for carrying out core procedures and suggestions for adaptations. The new features new, more recent research, extended examples of the strategies, and improved features that make the text easier to use for collaborative learning. 0134651731 / 9780134651736 Classroom Assessment for Student Learning: Doing It Right - Using It Well, Plus Seven Strategies of Assessment for Learning Package 1/e Package consists of: 0132685884 / 9780132685887 Classroom Assessment for Student Learning: Doing It Right - Using It Well 2/e 0133366448 / 9780133366440 Seven Strategies of Assessment for Learning 2/e |
| stiggins classroom assessment for student learning: The Perfect Assessment System Rick Stiggins, 2017-03-24 It's time to move our assessment practices from the 1950s to the century we're living in. It's time to invest in our teachers and local school leaders instead of in more tests. It's time to help all students understand how to unleash their strengths and gain a sense of themselves as learners capable of choosing their own paths to success. In The Perfect Assessment System, Rick Stiggins calls for the ground-up redevelopment of assessment in U.S. education. Speaking from more than 40 years of experience in the field—and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions—Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom. He addresses Assessment purpose—how (and why) to clarify the reason for every assessment and the users it will serve. Learning targets to be assessed—how to make sure we focus on the right competencies and set consistent definitions of success. Assessment quality—how to ensure every assessment, at every level, is an excellent one. Communication of assessment results—how to share information in ways that best support diverse purposes. Assessment impact—how to link assessment to truly productive, universal student motivation. We have not yet begun to explore assessment's true potential to enhance both school quality and student well-being. Stiggins kicks off this critical conversation and charts a course for a new system that promises much higher levels of student success at a fraction of our current testing costs. The door is open for assessment reform; here is a bold plan for getting it right. |
| stiggins classroom assessment for student learning: Student-involved Assessment for Learning Richard J. Stiggins, 2005 This text for assessment courses focuses on showing prospective teachers how to develop assessments that accurately reflect student achievement and how to use those assessments to benefit, not merely grade, student learning. A variety of hands-on practice activities provide clear guidance on how to construct all types of assessment items and tests. |
| stiggins classroom assessment for student learning: Classroom Assessment for Student Learning Jan Chappuis, 2019-01-11 Classroom Assessment for Student Learning helps readers gather accurate information about students' achievement and use the assessment process and its results effectively to improve achievement. This user-friendly guide is full of practical tips, activities, and real-world examples of what assessment for learning looks like in today's classrooms. The 3rd Edition continues to focus on five keys to quality classroom assessment, with an enhanced emphasis on the formative use of classroom assessment results. The keys help readers 1) establish a clear assessment purpose to meet the information needs of all intended users; 2) base instruction and assessment on clear learning targets; 3) design or select all assessments to meet standards of accuracy; 4) communicate summative and formative results effectively; and 5) involve students in the assessment process and in using results to further learning. Also available with the Enhanced Pearson eText* The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad(R) and Android(R) tablet.** Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. **The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7 or 10 tablet, or iPad iOS 5.0 or later. Note: You are purchasing a standalone product; the Enhanced Pearson eText does not come packaged with this content. Students, if interested in purchasing this title with the Enhanced Pearson eText, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and Enhanced Pearson eText search for: 0135178983 / 9780135178980 Classroom Assessment for Student Learning: Doing It Right - Using It Well Plus Enhanced Pearson eText -- Access Card Package Package consists of: 0134899164 / 9780134899169 Classroom Assessment for Student Learning: Doing It Right - Using It Well, Pearson eText -- Access Card 0135185572 / 9780135185575 Classroom Assessment for Student Learning: Doing It Right - Using It Well |
| stiggins classroom assessment for student learning: In Teachers' Hands Richard J. Stiggins, Nancy Faires Conklin, 1992-01-01 This book marks the starting point of a profound shift in assessment priorities, detailing the results of a decade-long program of research on classroom assessment environments. It demonstrates how important sound classroom assessments are to student well-being, and provides insights into the complex demands of day-to-day classroom assessment on teachers who have been taught little about assessment in their training programs. As a nation, we spend billions of dollars on educational assessment, including hundreds of millions for international and national assessments, and additional hundreds of millions for statewide testing programs. On top of these, the standardized tests that form the basis of district-wide testing programs represent a billion dollar industry. If we total all of these expensive highly-visible, politically-important assessments, we still account for less than one percent of all the assessments conducted in America's schools. The other 99 percent are conducted by teachers in their classrooms on a moment-to-moment, day-to-day, and week-to-week basis. Paradoxically, virtually all of our national, state, and local assessment resources are being devoted to research and development for large-scale assessments. This book provides specific action programs for improving the quality of the other 99 percent--the assessments that really drive what students learn and how they feel about it. |
| stiggins classroom assessment for student learning: Assessment as Learning Lorna M. Earl, 2013 This is a book for teachers and school leaders on formative assessment i.e., assessment as learning where assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them. It defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. It addresses assessment in the context of what learning is. It shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning. It explores how teachers can make the shift to formative assessment by engaging in conceptual change. |
| stiggins classroom assessment for student learning: Classroom Assessment for Student Learning: Pearson New International Edition Jan Chappuis, Richard J. Stiggins, Steve Chappuis, Judith A. Arter, 2013-07-23 Classroom Assessment for Student Learning, 2/e is a combination textbook and workbook grounded in research shown to increase student motivation and learning through improved classroom assessment. This user-friendly, practical book is full of real-world examples of what assessment for learning looks like in today's classrooms. Presented in a format appropriate for use by individuals or collaborative learning teams, the book teaches two central concepts: how to create accurate classroom assessments of all types and how to integrate assessment with instruction day to day, with a focus on student involvement. |
| stiggins classroom assessment for student learning: Assessment As Learning Lorna M. Earl, 2003-05-07 Assessment and evaluation are central to educational reform, and they represent major shifts in thinking about learning, about schools and about teaching. Assessment as Learning represents one of these cruical changes, but it encompasses more than just using a variety of new techniques. |
| stiggins classroom assessment for student learning: Revolutionize Assessment Rick Stiggins, 2014-05-13 Confront the emerging assessment crisis in American education Rick Stiggins details profound changes in the mission of our schools that requires a bold new vision of excellence in assessment. He combines decades of experience with international research to define a vision that uses assessment to supercharge student learning, not merely measure it. This book: Analyzes the motivational psychology of being evaluated in the classroom from the student’s perspective Offers strategies for engaging students in self-assessment in ways that maximize their engagement and confidences as they learn Details the long-missing conditions of classroom assessment literacy that must be in place in local schools |
| stiggins classroom assessment for student learning: Classroom Assessment for Student Learning Richard J. Stiggins, Stephen Chappuis, Assessment Training Institute, Educational Testing Service, 2009 |
| stiggins classroom assessment for student learning: Classroom Assessment for Student Learning Rick Stiggins, 2010-07-14 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 theTotal 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 Visithttp://ati.pearson.comto read more articles on assessment, download study guides, and more! |
| stiggins classroom assessment for student learning: Assessing Student Learning by Design Jay McTighe, Steve Ferrara, 2021 How might we might help teachers use classroom assessments to gather appropriate evidence for all valued learning goals? How might our classroom assessments serve to promote learning, not just measure it? This book addresses these questions by offering a practical and proven Assessment Planning Framework. The Framework examines four different types of learning goals, considers various purposes and audiences for assessment, reviews five categories of assessment methods, and presents options for communicating results. This updated edition addresses the assessment of academic standards as well as transdisciplinary outcomes (e.g., 21st century skills), and describes the principles and practices underlying standards-based grading-- |
| stiggins classroom assessment for student learning: Defensible Teacher Evaluation Rick Stiggins, 2014-03-11 Meaningful teacher evaluation starts with visible student growth Annual standardized test scores cannot provide evidence of student growth needed to evaluate teacher performance. But consider student growth in the form of evidence derived from classroom assessment and you’re on to something. This revolutionary book helps you bring classroom assessment to bear for real school improvement, with: A plan for teacher evaluation based on dependable evidence of student growth Strategies for improving the assessment literacy of teachers and school leaders Five steps for developing and implementing productive local district assessment systems Practical tools that teachers and their evaluators can put to use immediately |
| stiggins classroom assessment for student learning: Seven Strategies of Assessment for Learning Jan Chappuis, Rick Stiggins, 2014-07 Gives K to 12 classroom teachers incisive look at seven practical strategies structured around three essential questions; Where am I going? Where am I now? and How can I close the gap? |
| stiggins classroom assessment for student learning: Assessment Balance and Quality Stephen Chappuis, Carol Commodore, Richard J. Stiggins, 2010 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.com to read more articles on assessment, download study guides, and more! |
| stiggins classroom assessment for student learning: Ahead of the Curve Douglas B. Reeves, 2009-11-01 This anthology brings the ideas and recommendations of many of the world’s education leaders into one resource that illustrates the many perspectives on effective assessment design and implementation. From involving students in the assessment process to ensuring accuracy and applying assessments to English learners and students with special needs, you will find compelling insights and proven strategies. |
| stiggins classroom assessment for student learning: Classroom Assessment & Grading that Work Robert J. Marzano, 2006 Robert J. Marzano distills 35 years of research to bring you expert advice on the best practices for assessing and grading the work done by today's students. |
| stiggins classroom assessment for student learning: The Perfect Assessment System Rick Stiggins, 2017-03-24 It’s time to move our assessment practices from the 1950s to the century we’re living in. It’s time to invest in our teachers and local school leaders instead of in more tests. It’s time to help all students understand how to unleash their strengths and gain a sense of themselves as learners capable of choosing their own paths to success. In The Perfect Assessment System, Rick Stiggins calls for the ground-up redevelopment of assessment in U.S. education. Speaking from more than 40 years of experience in the field—and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions—Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom. He addresses ▪ Assessment purpose—how (and why) to clarify the reason for every assessment and the users it will serve. ▪ Learning targets to be assessed—how to make sure we focus on the right competencies and set consistent definitions of success. ▪ Assessment quality—how to ensure every assessment, at every level, is an excellent one. ▪ Communication of assessment results—how to share information in ways that best support diverse purposes. ▪ Assessment impact—how to link assessment to truly productive, universal student motivation. We have not yet begun to explore assessment’s true potential to enhance both school quality and student well-being. Stiggins kicks off this critical conversation and charts a course for a new system that promises much higher levels of student success at a fraction of our current testing costs. The door is open for assessment reform; here is a bold plan for getting it right. |
| stiggins classroom assessment for student learning: Modern Classroom Assessment Bruce B. Frey, 2013-09-13 Modern Classroom Assessment offers an applied, student-centered guide to the major research-based approaches to assessment in today’s modern classroom. Rather than simply list basic assessment formats with a few examples, as many textbooks do, award-winning professor and scholar Bruce Frey’s book fully explores all five key approaches for teacher-designed assessment—Traditional Paper-and-Pencil, Performance-Based Assessment, Formative Assessment, Universal Test Design, and Authentic Assessment —while making abstract concepts and guidelines clear with hundreds of real-world illustrations and examples of what actual teachers do. Offering a variety of engaging learning tools and realistic stories from the classroom, this text will give any reader a strong foundation for designing modern assessments in their own classrooms. |
| stiggins classroom assessment for student learning: Classroom Assessment and the National Science Education Standards National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Classroom Assessment and the National Science Education Standards, 2001-08-12 The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system. |
| stiggins classroom assessment for student learning: How to Grade for Learning Ken O'Connor, 2017-10-04 Implement standards-based grading practices that help students succeed! Classroom assessment methods should help students develop to their full potential, but meshing traditional grading practices with students’ achievement on standards has been difficult. Making lasting changes to grading practices requires both knowledge and willpower. Discover eight guidelines for good grading, recommendations for practical applications, and suggestions for implementing new grading practices as well as: ? The why’s and the how-to’s of implementing standards-based grading practices ? Tips from 48 nationally and internationally known authors and consultants ? Additional information on utilizing level scores rather than percentages ? Reflective exercises ? Techniques for managing grading more efficiently |
| stiggins classroom assessment for student learning: Student-involved Classroom Assessment Richard J. Stiggins, 2001 For courses in Classroom Assessment, Test and Measurement, and training of teachers. This core text for courses in classroom assessment is the leading text for courses where the focus is squarely on teaching teachers and preservice teachers how to assess students in their day-to-day classrooms. It takes a stronger focus than any other book on integrating assessment and instruction. And it provides very clear guidance on how to construct all types of items and tests, but also explains better than any other text what each type of item can and cannot assess. |
| stiggins classroom assessment for student learning: Classroom Assessment and Educational Measurement Susan M. Brookhart, James H. McMillan, 2019-07-04 Classroom Assessment and Educational Measurement explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another. Chapters by assessment and measurement experts consider the nature of classroom assessment information, from student achievement to affective and socio-emotional attributes; how teachers interpret and work with assessment results; and emerging issues in assessment such as digital technologies and diversity/inclusion. This book uniquely considers the limitations of applying large-scale educational measurement theory to classroom assessment and the adaptations necessary to make this transfer useful. Researchers, graduate students, industry professionals, and policymakers will come away with an essential understanding of how the classroom assessment context is essential to broadening contemporary educational measurement perspectives. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. |
| stiggins classroom assessment for student learning: Classroom Assessment for Student Learning Richard J. Stiggins, Jan Chappuis, 2005 This document is the script from a DVD presentation developed to introduce learning teams to the content of their study, chapter by chapter, so that they can get started and continue without an outside expert to act as a facilitator. It is designed to be used by learning teams, first to orient themselves to an overview of what they will be learning, and then, at the conclustion of each team meeting, to set up the reading of the next chapter. Each segment on the DVD includes suggestions for materials to have on hand while doing the reading and recommendations to carry out selected activities in the text. The first orientation segment is approximately 10 minutes long; each subsequent chapter introduction is two to three minutes long. |
| stiggins classroom assessment for student learning: Handbook of Formative Assessment Heidi Andrade, Gregory J. Cizek, 2010-04-02 Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this handbook is to comprehensively profile this burgeoning field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years. Key features include: Comprehensive – nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments. Integrative – thoughtful attention is given to the integration of large-scale and classroom assessments. Practical – provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction. Global – provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems. Accessible Style – although grounded in the latest research, the book’s style and tone has been carefully crafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for researchers in teacher preparation, educational administration, and educational policy studies. |
| stiggins classroom assessment for student learning: SAGE Handbook of Research on Classroom Assessment James H. McMillan, 2013 The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education. |
| stiggins classroom assessment for student learning: Ten Assessment Literacy Goals for School Leaders Jan Chappuis, Susan M. Brookhart, 2021-05-25 Assessment literacy leads to improved outcomes for all Do you know how to ensure teachers have the knowledge and skill to use assessment data to improve student learning? Do you know the influence that student involvement in assessments has on motivation and learning? This book guides you and your leadership team through 10 assessment literacy goals with practical content, how-to's, success indicators, and activities to extend and process learning. You will come away understanding the attributes of comprehensive and balanced assessment systems, the necessity for clear academic achievement targets, and why assessment quality is essential. In addition to providing rubrics, processes, and practical tools that work across all grade levels and subject areas, this book shows you how to: · Work with staff to integrate formative assessment and sound grading practices · Communicate with all members of the school community about student learning · Protect students and teachers by avoiding unethical and inappropriate assessment use · Use student assessment information to improve and inform instruction · Develop assessment policies that support quality assessment practice |
| stiggins classroom assessment for student learning: Handbook of Second Language Assessment Dina Tsagari, Jayanti Banerjee, 2016-03-07 Second language assessment is ubiquitous. It has found its way from education into questions about access to professions and migration. This volume focuses on the main debates and research advances in second language assessment in the last fifty years or so, showing the influence of linguistics, politics, philosophy, psychology, sociology, and psychometrics. There are four parts which, when taken together, address the principles and practices of second language assessment while considering its impact on society. Read separately, each part addresses a different aspect of the field. Part I deals with the conceptual foundations of second language assessment with chapters on the purposes of assessment, and standards and frameworks, as well as matters of scoring, quality assurance, and test validation. Part II addresses the theory and practice of assessing different second language skills including aspects like intercultural competence and fluency. Part III examines the challenges and opportunities of second language assessment in a range of contexts. In addition to chapters on second language assessment on a national scale, there are chapters on learning-oriented assessment, as well as the uses of second language assessment in the workplace and for migration. Part IV examines a selection of important issues in the field that deserve attention. These include the alignment of language examinations to external frameworks, the increasing use of technology to both deliver and score second language tests, the responsibilities associated with assessing test takers with special needs, the concept of 'voice' in second language assessment, and assessment literacy for teachers and other test and score users. |
| stiggins classroom assessment for student learning: Knowing What Students Know National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Testing and Assessment, Committee on the Foundations of Assessment, 2001-10-27 Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates. |
| stiggins classroom assessment for student learning: Assessing Student Learning Linda Suskie, 2010-07-30 The first edition of Assessing Student Learning has become the standard reference for college faculty and administrators who are charged with the task of assessing student learning within their institutions. The second edition of this landmark book offers the same practical guidance and is designed to meet ever-increasing demands for improvement and accountability. This edition includes expanded coverage of vital assessment topics such as promoting an assessment culture, characteristics of good assessment, audiences for assessment, organizing and coordinating assessment, assessing attitudes and values, setting benchmarks and standards, and using results to inform and improve teaching, learning, planning, and decision making. |
| stiggins classroom assessment for student learning: How to Give Effective Feedback to Your Students, Second Edition Susan M. Brookhart, 2017-03-10 Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including • Strategies to uplift and encourage students to persevere in their work. • How to formulate and deliver feedback that both assesses learning and extends instruction. • When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. • A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective. |
| stiggins classroom assessment for student learning: Assessment Education Beth Tarasawa, Amelia Gotwals, Cara Jackson, 2020-09-01 Using assessment systems to improve student outcomes requires shared understanding and collaboration among education stakeholders at multiple levels. Assessment Education: Bridging Research, Theory, and Practice to Promote Equity and Student Learning presents a powerful call to action for an assessment system that advances equity and offers educators practical applications that promote sound instructional decision making. Each section outlines a research-based approach that supports classroom teaching and student learning. We then draw on the expertise of various education leaders (most notably members of the National Taskforce on Assessment Education) to provide case studies of on-the-ground examples of what these strategies look like in different settings. Every chapter includes stories from the field from various perspectives—teachers, principals, district administrators, and other educational leaders. We conclude with reflection questions that provide an opportunity for readers to examine how the chapter connects to their own context. |
| stiggins classroom assessment for student learning: Inside the black box Paul Black, Dylan Wiliam, 1998 Offers practical advice on using and improving assessment for learning in the classroom. |
Stiggins Classroom Assessment For Student Learning (book)
It offers five easy-to-understand keys to effective classroom assessment practice that any teacher can learn to apply. The presentation covers the full range of classroom assessment methods, …
Education Rick - ASCD
• Assessment impact—how to link assessment to truly productive, universal student motivation. We have not yet begun to explore assessment’s true potential to enhance both school quality …
ASSESSING STUDENTS’ AFFECT RELATED TO ASSESSMENT FOR …
Assessment for learning (AFL) represents a way for teachers and their students to employ the assessment process and its results instructionally in their classrooms.
Keys to Classroom Assessment Quality - pearsoncmg.com
Chapter 1 introduces a brief series of universal keys to quality assessment, centering on the critical roles of accurate assessment and emphasizing the power and thus the importance of …
Using Student-Involved Classroom Assessment to Close ... - JSTOR
priorities to bring classroom assessment into the equation. Evidence gathered over decades from around the world reveals strong achievement gains and reduced achievement score gaps …
May 2007 | Volume 64 - Michigan Assessment Consortium
Assessment for learning begins when teachers share achievement targets with students, presenting those expectations in student-friendly language accompanied by examples of …
Assessing to Meet Student Needs - Michigan Assessment …
Educational assessment is the process of gathering evidence of student learning to inform educational decisions. This process informs a wide variety of decision makers who make a …
PART I - Northern Arizona University
In this book, we lay the foundation of professional competence you need to meet standards of excellence in classroom assessment. The presentation unfolds in three parts. We begin in Part …
Classroom Assessment for Learning. - edtechpolicy.org
Stephen Chappuis and Richard J. Stiggins magine classroom assessment as a healthy part of effective teaching and successful learning. At a time when large-scale, external assess- ments …
DOCUMENT RESUME - ed
Richard J. Stiggins, the author of this book on classroom assessment for student suc- cess, proposes a plan for educators to expand their vision of the relationship between assessment …
Stiggins Classroom Assessment For Student Learning (book)
Classroom Assessment for Student Learning helps readers gather accurate information about students' achievement and use the assessment process and its results effectively to improve …
Classroom Assessment for Student Learning - Coalition of Oregon …
Source: J. Chappuis, R. Stiggins, S. Chappuis, and J. Arter, Classroom Assessment for Student Learning: Doing It Right— Using It Well, 2nd ed. (Upper Saddle River, NJ: Pearson Education, …
Classroom Assessment for Student Learning: Doing It Right
Can assessment results be used to guide instruction? Do formative assessments function as effective feedback? Is achievement tracked by learning target and reported
Assessment Crisis: The Absence of Assessment FOR Learning
If we wish to maximize student achievement in the U.S., we must pay far greater attention to the improvement of classroom assessment, Mr. Stiggins warns. Both assessment of learning and …
Using Student-Involved Classroom Assessment to Close …
Evidence gathered over decades from around the world reveals strong achievement gains and reduced achievement score gaps when teachers implement student-involved classroom …
Assessment FOR Learning, the Achievement Gap, and Truly …
practices of classroom assessment FOR learning. Those practices call for teachers to help students understand what good work looks like from the very beginning of the learning, help …
The Role of Classroom Assessment in Student Performance on …
gested that classroom assessment practices might uniquely interact with student characteristics in their role of motivating student effort and performance. Assessment impacts students through …
Assessment FOR Learning - JSTOR
Assessment FOR Learning: A Path to Success in Standards-Based As the mission of schools changes from ranking students to ensuring that all learn to specified standards, Mr. Stiggins …
Assessment Through the Students Eyes - ASCD
Assessment for learning begins when teachers share achievement targets with students, presenting those expectations in student-friendly language accompanied by examples of …
Classroom Assessment for Learning - PBworks
learning use day-to-day classroom assessment activities to involve students directly and deeply in their own learning, increasing their confidence and motivation to learn by emphasizing progress and achievement rather than failure and defeat (Stiggins, 1999; 2001).
Stiggins Classroom Assessment For Student Learning (book)
It offers five easy-to-understand keys to effective classroom assessment practice that any teacher can learn to apply. The presentation covers the full range of classroom assessment methods, when and how to use them and how to communicate results in ways that support learning.
Education Rick - ASCD
• Assessment impact—how to link assessment to truly productive, universal student motivation. We have not yet begun to explore assessment’s true potential to enhance both school quality and student well-being. Stiggins kicks off this critical conversation and charts a course for a new system that promises much higher levels of student
ASSESSING STUDENTS’ AFFECT RELATED TO ASSESSMENT FOR LEARNING
Assessment for learning (AFL) represents a way for teachers and their students to employ the assessment process and its results instructionally in their classrooms.
Keys to Classroom Assessment Quality - pearsoncmg.com
Chapter 1 introduces a brief series of universal keys to quality assessment, centering on the critical roles of accurate assessment and emphasizing the power and thus the importance of student involvement in the process.
Using Student-Involved Classroom Assessment to Close
priorities to bring classroom assessment into the equation. Evidence gathered over decades from around the world reveals strong achievement gains and reduced achievement score gaps when teachers implement student-involved classroom assessment practices in support of student learn-ing in their classrooms. Five standards of sound classroom ...
May 2007 | Volume 64 - Michigan Assessment Consortium
Assessment for learning begins when teachers share achievement targets with students, presenting those expectations in student-friendly language accompanied by examples of exemplary student work.
Assessing to Meet Student Needs - Michigan Assessment …
Educational assessment is the process of gathering evidence of student learning to inform educational decisions. This process informs a wide variety of decision makers who make a wide range of decisions, all of which have a direct impact on student well-being in school.
PART I - Northern Arizona University
In this book, we lay the foundation of professional competence you need to meet standards of excellence in classroom assessment. The presentation unfolds in three parts. We begin in Part 1 by articulating the standards of good assessment practice that are your responsibility as a classroom teacher.
Classroom Assessment for Learning. - edtechpolicy.org
Stephen Chappuis and Richard J. Stiggins magine classroom assessment as a healthy part of effective teaching and successful learning. At a time when large-scale, external assess- ments of learning gain political favor and attention, many teachers are discovering how to engage and motivate students using day-to-day classroom assessment for ...
DOCUMENT RESUME - ed
Richard J. Stiggins, the author of this book on classroom assessment for student suc- cess, proposes a plan for educators to expand their vision of the relationship between assessment and effective schools and provides a map to help them move from current
Stiggins Classroom Assessment For Student Learning (book)
Classroom Assessment for Student Learning helps readers gather accurate information about students' achievement and use the assessment process and its results effectively to improve achievement.
Classroom Assessment for Student Learning - Coalition of …
Source: J. Chappuis, R. Stiggins, S. Chappuis, and J. Arter, Classroom Assessment for Student Learning: Doing It Right— Using It Well, 2nd ed. (Upper Saddle River, NJ: Pearson Education, 2012), pp. 22–23. Based on Black and Wiliam's observations, what would you say are the highest-impact formative assessment practices?
Classroom Assessment for Student Learning: Doing It Right
Can assessment results be used to guide instruction? Do formative assessments function as effective feedback? Is achievement tracked by learning target and reported
Assessment Crisis: The Absence of Assessment FOR Learning
If we wish to maximize student achievement in the U.S., we must pay far greater attention to the improvement of classroom assessment, Mr. Stiggins warns. Both assessment of learning and assessment for learning are essential. But one is currently in place, and the other is not. BY RICHARD 1. STIGGINS
Using Student-Involved Classroom Assessment to Close …
Evidence gathered over decades from around the world reveals strong achievement gains and reduced achievement score gaps when teachers implement student-involved classroom assessment practices in support of student learning in their classrooms.
Assessment FOR Learning, the Achievement Gap, and Truly …
practices of classroom assessment FOR learning. Those practices call for teachers to help students understand what good work looks like from the very beginning of the learning, help students learn to self assess by comparing their work to that standard of excellence
The Role of Classroom Assessment in Student Performance on …
gested that classroom assessment practices might uniquely interact with student characteristics in their role of motivating student effort and performance. Assessment impacts students through the practices employed by their teachers.
Assessment FOR Learning - JSTOR
Assessment FOR Learning: A Path to Success in Standards-Based As the mission of schools changes from ranking students to ensuring that all learn to specified standards, Mr. Stiggins argues that the purpose and form of assessments must change as well. BY RICK STIGGINS OCIETY HAS SEEN fit to redefine the role of its schools.
Assessment Through the Students Eyes - ASCD
Assessment for learning begins when teachers share achievement targets with students, presenting those expectations in student-friendly language accompanied by examples of exemplary student work. Then, frequent self-assessments provide students (and teachers) with continual access to descriptive .
