ISBN-10:
0132685884
ISBN-13:
9780132685887
Pub. Date:
10/20/2011
Publisher:
Pearson
Classroom Assessment for Student Learning: Doing It Right - Using It Well / Edition 2

Classroom Assessment for Student Learning: Doing It Right - Using It Well / Edition 2

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Product Details

ISBN-13: 9780132685887
Publisher: Pearson
Publication date: 10/20/2011
Series: Assessment Training Institute, Inc. Series
Edition description: Older Edition
Pages: 432
Sales rank: 310,963
Product dimensions: 8.40(w) x 10.80(h) x 0.70(d)

About the Author

Jan Chappuis has been an elementary and secondary teacher as well as a curriculum developer in English/language arts, mathematics, social studies, and world languages. For the past 20 years, she has written books and developed workshops focused on classroom assessment literacy, presenting both nationally and internationally. She is recognized as a national thought leader in the area of formative assessment for her work in translating research into practical classroom applications. She currently works with Rick Stiggins at Pearson Assessment Training Institute in Portland, Oregon. Chappuis is author of Seven Strategies of Assessment for Learning (2009), Learning Team Facilitator Handbook (2007), and co-author of Creating and Recognizing Quality Rubrics (2006), Classroom Assessment for Student Learning: Doing It Right–Using It Well (2006), and Understanding School Assessment–A Parent and Community Guide to Helping Students Learn (2002).

Stephen Chappuis brings a strong background in educational administration to Pearson ATI. His leadership experiences include serving as a junior high principal, a senior high principal and executive director responsible for supervision of schools and principals. As an assistant superintendent for curriculum and instruction, he implemented a standards-based instructional program that included comprehensive assessment plans with policies and professional development in classroom assessment. At Pearson ATI, Stephen works with educators to help establish balanced and effective local assessment systems. He is also responsible for our leadership for excellence in assessment program - professional development for school leaders and policy makers, and is the co-author of Assessment Balance and Quality: An Action Guide for School Leaders, 3/e.

Richard Stiggins founded the Pearson Assessment Training Institute (ATI) in 1992 to provide much-needed professional development in assessment for teachers and school leaders. Pearson 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 Pearson 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. Richard is the author of numerous books, articles and papers on assessment practices in the classroom and its impact on students and student success.

Judtih Arter is a nationally recognized expert in performance assessment, whose background includes statewide writing assessments, development of large-scale and classroom-based assessments for competency assessment and development of district performance assessments. Prior to joining Pearson ATI, Judith directed Northwest Regional Educational Laboratory's (NWREL) assessment unit. She has written extensively on performance assessment and rubrics, and is the co-author of Creating & Recognizing Quality Rubrics.

Table of Contents

Chapter 1: Classroom Assessment: Every Student a Learner

Chapter 2: Clear Purpose: Assessment for and of Learning

Chapter 3: Clear Targets

Chapter 4: Sound Design

Chapter 5: Selected Response Assessment

Chapter 6: Written Response Assessment

Chapter 7: Performance Assessment

Chapter 8: Personal Communication as Classroom Assessment

Chapter 9: Record Keeping: Tracking Student Learning

Chapter 10: Converting Summative Assessment Information into Grades

Chapter 11: Portfolios

Chapter 12: Conferences About and With Students

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