Assessment-Powered Teaching

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The purpose of Power Teaching is to change teachers' attitudes toward testing by illustrating the power that meaningful assessment brings to the art and science of teaching. The book also shares efficient and practical tools and strategies for using formative and summative assessment results to actually enhance teaching effectiveness and students' learning. Using testimonials from "power teachers," the text shows classroom teachers how they too can use assessment analyses to inform their teaching, provide motivational feedback to their students, and monitor their students' progress toward learning targets and standards. This handy reference argues that testing can be a power tool for helping teachers rather than an intrusion on academic freedom and valuable instructional time. A key distinction of the book is its coverage of using technology to collect and analyze assessment data.

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Editorial Reviews

Richard DuFour
"There is now compelling research that assessment can be used to improve both student learning and professional practice. Nancy Sindelar provides practical examples of how teachers, teams, schools, and districts are using assessment to drive continuous improvement."
Gail Gorry
"In these pages you will find specific strategies to unlock the mystery of data—outlining step-by-step processes on how to use it to impact teaching and create tools to keep students actively involved in their improved learning."
Diane Callahan
"This book offers a step-by-step approach to becoming a Power Teacher."
Donna Adkins
"This book is a must-have for any group of educators that wants to get into the 'nuts and bolts' of what students are learning (or not learning); it sets teachers up for success."
Richard Du Four
"There is now compelling research that assessment can be used to improve both student learning and professional practice. Nancy Sindelar provides practical examples of how teachers, teams, schools, and districts are using assessment to drive continuous improvement. "
Stephen Armstrong
“The author effectively shows how data-driven decision making works and presents practical examples of how this would work in a school. The examples of data collection “systems” provided are easily understandable.”
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Product Details

  • ISBN-13: 9781412992084
  • Publisher: SAGE Publications
  • Publication date: 11/19/2010
  • Pages: 138
  • Sales rank: 448,375
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.50 (d)

Meet the Author

Nancy W. Sindelar is consultant to schools across the country in the areas of standards-based curriculum and assessment alignment (including alignment to the Common Core State Standards), collection, use and interpretation of student test data, teacher mentorship and the development of high-performing teacher teams. By focusing on data-driven instruction, She has helped schools move from state academic “watchlists’ to “most improved status, based on state test scores.

Sindelar is an Executive Consultant on assessment for the American Association of School Administrators (AASA). Theauthor of Using Test Data for Student Achievement: Answers to No Child Left Behind, she also teaches graduate courses at California State University and Roosevelt University, specializing in leadership of effective organizations, school supervision, school law, school curriculum and educational assessment.

She brings more than thirty years’ experience in public education, as a teacher, department chair, assistant principal and assistant superintendent for curriculum, instruction and assessment as well as a university professor. She received her bachelor’s degree from Northwestern University, a master’s degree from DePaul University, a certificate of advanced studies from Concordia University, and a doctor of philosophy degree from Loyola University of Chicago. She was a visiting scholar with the English faculty at Cambridge University, England, served a four-year term as president of Northwestern University’s School of Education and Social Policy Alumni Board and currently is a board member of the Ernest Hemingway Foundation of Oak Park.

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Table of Contents

Preface x

Acknowledgments xii

About the Author xv

Introduction 1

1 Using the Power of Assessment 3

Step 1 Become Familiar With Student Assessment Data and Learn to Use It to Enhance Your Teaching 4

Step 2 Develop an Efficient System for Collecting Meaningful Student Test Data 9

Step 3 Learn How to Use Student Test Data as an Individual Teacher, a Team Member, and as Part of a Schoolwide Initiative 12

Chapter 1 Rubric Using the Power of Assessment 14

Reflections 15

2 Creating a Data-Driven Instructional System 16

Step 1 Define Your Learning Targets 17

Step 2 Begin Building Your Standards-Based Assessments 18

Step 3 Align Your Curriculum With Learning Targets and Assessments 22

A Word About Curriculum Mapping 24

Chapter 2 Rubric Creating a Data-Driven Instructional System 35

Reflections 36

3 Making Data-Driven Decisions in the Classroom 37

Using Formative Assessment Data to Immediately Inform Teaching 38

Using Formative Assessment Data to Inform Teaching Over Time 40

Benchmark Assessments 44

Test Reports 51

Rubric-Graded Assessments 55

Using Rubric-Graded Formative Assessment Data to Immediately Inform Teaching 55

Using Rubric-Graded Formative Assessment Data to Inform Teaching Over Time 57

Rubric-Graded Benchmark Assessments 58

Chapter 3 Rubric Making Data-Driven Decisions in the Classroom 63

Reflections 64

4 Empowering Students With the Results of Their Learning 65

Step 1 Eliminate "Mystery Teaching" by Providing Students With Clear and Consistent Standards-Based Learning Targets and Assessments 67

Step 2 Give Students Specific Feedback Regarding Their Progress Toward Learning Targets in a Timely and Caring Manner and in a Format That Is Understandable to Them 68

Step 3 Give Students Opportunities to Self-Assess and Improve Their Work 72

Step 4 Provide Interventions to Help Students Reach Learning Targets in a Timely Manner 75

Chapter 4 Rubric Empowering Students With the Results of Their Learning 80

Reflections 81

5 Powering Achievement in Culturally Diverse Classrooms 82

Step 1 Become a "Cultural Broker" 84

Step 2 Analyze the Needs of Subgroups Through the Use of Disaggregated Test Data 87

Step 3 Address the Needs of Subgroups by More Accurately Measuring What Students Know Rather Than Their Ability to Communicate Their Knowledge in Standard English 93

Chapter 5 Rubric Powering Achievement in Culturally Diverse Classrooms 101

Reflections 102

6 Harnessing the Power of Collective Wisdom 103

Data-Driven Changes in Curriculum and Instruction 104

Data-Driven Staff Development Initiatives 106

Data-Driven Student Interventions 110

Making the Most of Team Time 113

Chapter 6 Rubric Harnessing the Power of Collective Wisdom 120

Reflections 121

Glossary of Terms 122

References 129

Index 132

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