Building an Interim Assessment SySTEM
Author:
Publisher:
Published: 2010
Total Pages: 23
ISBN-13:
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Informing the Practice of Teaching Using Formative and Interim Assessment
Author: Robert W. Lissitz
Publisher: IAP
Published: 2013-03-01
Total Pages: 257
ISBN-13: 1623961130
DOWNLOAD EBOOKThis book focuses on interim and formative assessments as distinguished from the more usual interest in summative assessment. I was particularly interested in seeing what the experts have to say about a full system of assessment. This book has particular interest in what information a teacher, a school or even a state could collect that monitors the progress of a student as he or she learns. The authors were asked to think about assessing the effects of teaching and learning throughout the student’s participation in the curriculum. This book is the product of a conference by the Maryland Assessment Research Center for Education Success (MARCES) with funding from the Maryland State Department of Education.
The Role of Interim Assessments in a Comprehensive Assessment System
Author: Marianne Perie
Publisher:
Published: 2007
Total Pages: 25
ISBN-13:
DOWNLOAD EBOOKThe standards-based reform movement has resulted in the wide-spread use of summative assessments designed to measure students' performance at specific points in time. While many have hoped that these end-of-year tests would provide constructional useful information for educators, they do not. This is not because there is something "wrong" with these summative accountability tests, rather that they were not designed to meet instructional purposes. Recognizing the inherent limitations of summative assessment, educators are looking for additional assessments to inform and track student learning during the year. Large numbers of vendors are now selling what they call "benchmark," "diagnostic," and/or "predictive" assessments with promises of improving student performance. These systems often lay claim to the research documenting the powerful effect of formative assessment on student learning. However, the research in this area, including the seminal Black and Wiliam (1998) meta-analysis, evaluated formative assessments of a very different character than essentially all current commercially-available interim assessment programs. This policy brief provides a definition to differentiate between true classroom formative assessment and the interim assessments currently in the marketplace. It also describes a framework for understanding what purposes interim assessments can serve and considering their appropriate role in a comprehensive assessment system. The goal of this brief is to help district leaders thoughtfully examine the commercially-available interim assessment products, develop strong specifications for a customized system, develop their own interim assessments, or determine that interim assessments are not an appropriate tool for their assessment system. A second goal is to help state leaders consider what role they might play in supporting effective interim assessment practices. This policy brief is organized into the following seven sections: (1) Distinguishing among Assessment Types; (2) Questions to Start With; (3) Determining the Purpose for the Interim Assessment; (4) Characteristics of an Effective Interim Assessment System to Be Used for Instructional Purposes; (5) Current Commercially Available Interim Assessment Systems; (6) Implications for District and State Decision Makers; and (7) Conclusions.
Working Inside the Black Box
Author: Paul Black
Publisher: Granada Learning
Published: 2004
Total Pages: 28
ISBN-13: 9780708713792
DOWNLOAD EBOOKOffers practical advice on using and improving assessment for learning in the classroom.
Balanced Assessment Systems
Author: Steve Chappuis
Publisher: Corwin Press
Published: 2016-07-20
Total Pages: 137
ISBN-13: 1506354238
DOWNLOAD EBOOKBuild 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
Driven by Data
Author: Paul Bambrick-Santoyo
Publisher: John Wiley & Sons
Published: 2010-04-12
Total Pages: 336
ISBN-13: 0470548746
DOWNLOAD EBOOKOffers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.
The Perfect Assessment System
Author: Rick Stiggins
Publisher: ASCD
Published: 2017-03-24
Total Pages: 134
ISBN-13: 1416623841
DOWNLOAD EBOOKIt'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.
Developing Assessments for the Next Generation Science Standards
Author: National Research Council
Publisher: National Academies Press
Published: 2014-05-29
Total Pages: 296
ISBN-13: 0309289548
DOWNLOAD EBOOKAssessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education. The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.
A Local Assessment Toolkit to Promote Deeper Learning
Author: Karin Hess
Publisher: Corwin Press
Published: 2018-02-28
Total Pages: 513
ISBN-13: 1506393780
DOWNLOAD EBOOKFor years, educators have turned to the Hess Cognitive Rigor Matrices (CRM) when it comes to assessment. Now for the first time, the modules are packaged into one resource to help teachers evaluate the quality and premise of their current assessment system.
Assessing Student Learning by Design
Author: Jay McTighe
Publisher: Teachers College Press
Published: 2021
Total Pages: 113
ISBN-13: 0807779598
DOWNLOAD EBOOKHow can we help teachers use classroom assessments to gather appropriate evidence for all valued learning goals, and to use those assessments not just to measure learning but to promote it? This book provides an answer in a practical, proven, and principled Assessment Planning Framework that moves away from solely multiple-choice tests toward a wide range of approaches to classroom assessment activities, including performance-based assessments. The Framework examines four different types of learning goals, considers various purposes and audiences for assessment information, reviews five categories of classroom assessment methods, and presents options for communicating actionable results. To the authors, the primary purpose of classroom assessment is to inform teaching and learning, rather than simply to assign grades. This concise resource will be a reliable go-to reference for teachers, school leaders, mentors, and coaches in guiding classroom assessment practices and understanding their underlying principles. Book Features: Builds on the classic book Understanding by Design, written by Grant Wiggins and Jay McTighe.Offers a practical, nontechnical presentation appropriate for teacher preparation and busy practitioners (K–16).Explores different purposes for, and methods of, classroom assessment and grading.Addresses assessment of academic standards as well as transdisciplinary outcomes, such as 21st-century skills.Describes the principles and practices underlying standards-based grading.
