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An Introduction to Student-Involved Assessment FOR Learning / Edition 6

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Overview

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.

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Product Details

  • ISBN-13: 9780132563833
  • Publisher: Pearson
  • Publication date: 2/8/2011
  • Edition description: New Edition
  • Edition number: 6
  • Pages: 360
  • Sales rank: 83,355
  • Product dimensions: 7.30 (w) x 8.90 (h) x 0.70 (d)

Meet the Author


Rick Stiggins founded the Assessment Training Institute (ATI) in 1992 to provide much-needed professional development in assessment for teachers and school leaders. ATI can help assessment users at all levels learn how to (a) create high-quality assessments, and (b) use them in the service of student success. The most unique feature of the ATI philosophy remains our advocacy of and professional development in "assessment for learning"; that is, the use of student-involved classroom assessment, record keeping and communication to promote success for all students. The ATI programs, materials and services in classroom assessment for student learning are specifically designed to draw teachers and administrators into local learning teams to master principles of balanced assessment and assessment for learning. Rick is the author of numerous books, articles and papers on assessment practices in the classroom and its impact on students and student success.
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Table of Contents

Brief Contents

Part I Introduction to Student-Involved Assessment FOR Learning

Chapter 1 Classroom Assessment for Student Success

Chapter 2 Understanding Why We Assess

Chapter 3 Defining Achievement Standards for Assessment

Chapter 4 Designing Quality Assessments

Part II Understanding Assessment Methods

Chapter 5 Selected Response Assessment

Chapter 6 Essay Assessment

Chapter 7 Performance Assessment

Chapter 8 Personal Communication as Assessment

Chapter 9 Assessing Dispositions

Part III Communicating Assessment Results

Chapter 10 Managing and Communicating Achievement Information

Chapter 11 Report Cards: Assessments OF Learning

Chapter 12 Portfolios and Conferences Involve Students in Communication

Chapter 13 Communicating with Standardized Test Scores

Appendix A Derivation of Common Norm-Referenced Scores

Appendix B Rubrics for Evaluating Assessment Quality

References

Index

Detailed Contents

Part I Introduction to Student-Involved Assessment FOR Learning

Become a Reflective Learner

Keep a Journal to Watch Yourself Grow

Form a Learning Team or Study Group

Companion Website

Chapter 1 Classroom Assessment for Student Success

Chapter Focus

Our Classroom Assessment Responsibilities

A Story of Assessment for Student Success

Success from the Student’s Point of View

The Keys to Success

Some Students Aren’t So Lucky

Other Potential Problems

Anticipating and Avoiding Assessment Problems

Understanding Assessment Validity

Understanding Assessment Reliability

The Changing Role of Assessment

Your Assignment in Standards-Driven Schools

Important Benefits to You

A Fundamental Assessment Belief

Assessment and Student Motivation

Guides to Valid and Reliable Assessment

Guiding Principle 1: Classroom Assessments Can Both Promote and Verify Student Learning

Guiding Principle 2: Clear and Appropriate Achievement Targets Are Essential

Guiding Principle 3: Accurate Classroom Assessment Is Essential

Guiding Principle 4: Sound Assessments Communicate Results Effectively

The Power of Student Involvement

Summary: The Importance of Sound Assessment

Practice with Chapter 1 Ideas

Chapter 2 Understanding Why We Assess

Chapter Focus

The Big Assessment Picture

Classroom Users and Uses

Program-Level Users

Institutional- or Policy-Level Users

Generalizations Across Users and Uses

Therefore, the Keys to Assessment FOR Learning

Summary: Assessment for Many Purposes

Practice with Chapter 2 Ideas

Chapter 3 Defining Achievement Standards for Assessment

Chapter Focus

Validity from a Different Perspective

Defining Achievement Targets

The Benefits of Clear and Appropriate Targets

Control Over Your Professional Success

Student Academic Self-Efficacy

Greater Efficiency

Accurate Classroom Assessments

Sources of Information About Achievement Standards

State and Local Standards

Your Local Written Curriculum

Professional Networking

Types of Achievement Targets

Knowing and Understanding Targets

Reasoning Targets

Performance Skill Targets

Product Development Targets

Dispositional Targets

Summary of Targets

The Critical Standards—Classroom Targets Connection

Deconstructing Standards

Student-Friendly Targets

Summary: Clear Targets Are Essential for Sound Assessment

Practice with Chapter 3 Ideas

Chapter 4 Designing Quality Assessments

Chapter Focus

The Assessment Options

Selected Response Assessment

Essay Assessment

Performance Assessment

Personal Communication as Assessment

Keep the Options in Balance

Design Feature 1: Matching Methods with Targets

Important Things to Remember

Assessing Knowledge and Understanding

Assessing Reasoning Proficiency

Assessing Mastery of Performance Skills

Assessing Proficiency at Creating Products

Assessing Dispositions

The Other Key Features of Quality Assessments

Design Feature 2: Build the Assessment of Quality Ingredients

Design Feature 3: Sample Achievement Appropriately

Design Feature 4: Minimize Bias

Assessment FOR Learning

Summary: A Vision of Excellence in Classroom Assessment

Practice with Chapter 4 Ideas

Part II Understanding Assessment Methods

Chapter 5 Selected Response Assessment

Chapter Focus

The Most Traditional Assessment Methods

The Foundations of Assessment Quality

Matching Methods to Targets

Assessing Knowledge Mastery

Assessing Reasoning

Assessing Performance Skills

Assessing Products

Summary of Target Matches

The Steps in Assessment Development

Step 1: Preparing a Blueprint

Step 2: Selecting the Specific Material to Assess

Additional Thoughts on Steps 1 and 2

Step 3: Building Test Items from Propositions

Fine Tuning Assessment Applications

Mix Formats

Use Interpretive Exercises

Format the Test Carefully

Work Backwards to Verify Test Quality

Some Final Issues and Reminders

Barriers to Sound Selected Response Assessment

Student Involvement in Selected Response Assessment

Summary: Productive Selected Response Assessment

Practice with Chapter 5 Ideas

Chapter 6 Essay Assessment

Chapter Focus

Assessment Based on Subjective Judgment

Essay Assessment at Work in the Classroom

The Foundations of Assessment Quality

When to Use Essay Assessment

Understanding Reliability: The Role of Judgment in Scoring

Matching Method to Targets

Assessing Knowledge and Understanding

Assessing Reasoning

Assessing Performance Skills

Assessing Product Development Capabilities

Summary of Target Matches

Developing Essay Assessments

Practice Exercise

Assessment Planning

Exercise Development

Developing Essay Scoring Procedures

Barriers to Sound Essay Assessment

Student Involvement in Essay Assessment

Summary: Tapping the Potential of Essay Assessment

Practice with Chapter 6 Ideas

Chapter 7 Performance Assessment

Chapter Focus

Assessment Based on Observation and Professional Judgment

The Promise and Perils of Performance Assessment

The Foundations of Quality

When to Use Performance Assessment

Performance Assessment Is a Matter of Judgment

Understanding Reliability: Inter-Rater Agreement

Matching Method to Targets

Assessing Knowledge

Assessing Reasoning

Assessing Performance Skills

Assessing Products

Summary of Target—Performance Assessment Matches

Developing Performance Assessments

Never Lose Track of Your Purpose

Defining Performance

Devising Performance Tasks

Fine Tuning Your Use of Performance Assessments

Checking for Bias or Errors in Judgment

Barriers to Sound Performance Assessment

Think Assessment FOR Learning: Involve Students in Performance Assessment

Summary: Thoughtful Development Yields Sound Assessments and Energized Students

Practice with Chapter 7 Ideas

Chapter 8 Personal Communication as Assessment

Chapter Focus

Classroom Interaction as Evidence of Learning

The Unique Power of Personal Communication

The Foundations of Quality Assessment

When to Use Personal Communication

Understanding Validity and Reliability Issues

Matching Method to Targets

Assessing Knowledge and Understanding

Assessing Reasoning

Assessing Performance Skills and Products

Summary of Target Matches

The Many Forms of Personal Communication as Assessment

Instructional Questions and Answers

Conferences and Interviews

Class Discussions

Oral Examinations

Journals and Logs: Naturals as Assessments FOR Learning

Student-Involved Assessment FOR Learning

Summary: Person-to-Person Assessment

Practice with Chapter 8 Ideas

Chapter 9 Assessing Dispositions

Chapter Focus

School Is Not Just About Academic Achievement

Assessment FOR Learning Involves Student Dispositions

Dispositions as Means to an End

Remain Mindful of Standards of Assessment Quality

But There Is One Critical Difference

Two Very Important Ground Rules

Ground Rule 1: Remember, This Is Personal

Ground Rule 2: Stay in Bounds

Defining Affect as It Relates to Dispositions

School-Related Attitudes

School-Related Values

Academic Self-Efficacy

Interests

Academic Aspirations

Assessment Anxiety

Dispositions, Student Confidence, and Assessment FOR Learning

Variations in Dispositions

Exploring the Assessment Options

Matching Method to Targets

Questionnaires

Performance Observations as Assessments of Dispositions

Personal Communication as a Window to Student Feelings

Summary: Dispositions Can Help Us Boost Achievement

Practice with Chapter 9 Ideas

Part III Communicating Assessment Results

Chapter 10 Managing and Communicating Achievement Information

Chapter Focus

The Information Management Challenges

The Conditions Underpinning Effective Information Management

The Information Management Options

When Planning for Information Management, Context Is Everything

Information Management in Assessment FOR Learning Contexts

Informing Students About Themselves

Diagnosing Student Needs

Information Management in Assessment OF Learning Contexts

Assigning Report Card Grades

Other Assessment OF Learning Contexts

The Challenges to Effective Information Sharing

The Risk of Accountability

The Challenge of Too Little Time

What if the Receiver Can’t or Won’t Hear the Message?

Removing the Barriers

The Communication Options

Report Cards

Portfolios of Student Work

Conferences About Student Achievement

Test Scores

Summary of Options

The Conditions Underpinning Effective Information Sharing

Agreeing on the Focus of the Communication

Gathering Accurate Evidence

Using Symbols with Shared Meaning

Managing the Communication Environment

Customs to Rethink

Think Communication FOR Learning

Summary: Communication Is Key to Achievement

Practice with Chapter 10 Ideas

Chapter 11 Report Cards: Assessments OF Learning

Chapter Focus

Report Card Grading

Understanding Our Current Grading Environment

Communicate About What?

Achievement as a Grading Factor

Aptitude as a Grading Factor

Effort as a Grading Factor

Compliance as a Grading Factor

Attitude as a Grading Factor

Summary of Grading Factors

Gathering Achievement Information for Grading Purposes

Step 1: Spelling Out the Big Achievement Picture

Step 2: Turning Your Big Picture into an Assessment Plan

Step 3: From a Plan to Actual Assessments

Step 4: Summarizing the Resulting Information

Step 5: Converting Composite Achievement Scores to a Grade

Report Cards That Deliver Greater Detail

Standards-Based Reporting

Narrative Reporting

Continuous-Progress Reporting

Summary: Communicating with Report Cards

Practice with Chapter 11 Ideas

Chapter 12 Portfolios and Conferences Involve Students in Communication

Chapter Focus

Student-Involved Communication Part 1: Portfolios

Portfolios Provide the Details

Benefits for Teachers and Students

Maintaining Perspective

Keys to Successful Use

Portfolios as Assessment FOR Learning Tools

Dealing with Some Practicalities

Student-Involved Communication Part 2: Conferences

A Productive Experience for All

Necessary Conditions

Conference Formats That Enhance Communication and Learning

Student-Teacher Conferences

Parent-Teacher Conferences

Student-Led Parent Conferences

Communication FOR Learning

Summary: Student-Involved Communication

Practice with Chapter 12 Ideas

Chapter 13 Communicating with Standardized Test Scores

Chapter Focus

Tests That Produce Comparable Results

The Meaning of Scores

The Various Layers of Standardized Testing

The Result: Troubling Contradictions

Addressing the Contradictions: A Guiding Philosophy

Standardized Test Development

Step 1: Clarify Targets

Step 2: Translate Targets into Assessments

Step 3: Develop Test Items

Step 4: Assemble Test and Evaluate for Appropriateness

Step 5: Administer Test to Establish Norms (Norm-Referenced Tests)

Setting Standards of Acceptable Performance (Criterion-Referenced Tests)

Interpretation of Commonly Used Test Scores

Scores Reported on State Assessments

Scores Reported on Commercial Norm-Referenced Tests

Real-World Test Score Interpretation

Implications for Teachers

Above All, Protect the Well-Being of Your Students!

Also, Build Community Awareness

Finally, Maintain Perspective

Summary: Meeting the Challenges of Standardized Testing

The End of Our Studies Together

Practice with Chapter 13 Ideas

Appendix A Derivation of Common Norm-Referenced Scores

Appendix B Rubrics for Evaluating Assessment Quality

References

Index

.

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  • Posted October 18, 2013

    This book is very informative in several areas of assessment. I

    This book is very informative in several areas of assessment. I recommend it to all educators so they can continue to help our future leaders.

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