Classroom Assessment for Student Learning: Doing It Right - Using It Well(Assessment Training Institute, Inc.)

Click here to take a guided tour of the Second Edition! 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.   The companion CD provides all necessary learning team resources: suggestions for forming and facilitating learning teams, suggestions for pacing the learning, and chapter-by-chapter forms and materials for completing the activities.   The Second Edition of Classroom Assessment for Student Learning focuses on the five keys to classroom assessment quality. The keys are:   Key 1: Establish a clear assessment purpose to meet information needs of all intended users Key 2: Base instruction and assessment on clear learning targets Key 3: Design or select all assessments to meet standards of accuracy Key 4: Communicate summative and formative results effectively Key 5: Involve students in the assessment process and in using the results to further learning   Additional Resources from ATI Visit http://ati.pearson.com to read more articles on assessment, download study guides, and more!

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      

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.