Introduction to Student-Involved Assessment FOR Learning, An with MyLab Education with Enhanced Pearson eText -- Access Card Package

0133436519 / 9780133436518 Introduction to Student-Involved Assessment FOR Learning, An with MyEducationLab with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package 7/e   Package consists of:    0134450264 / 9780134450261 Introduction to Student-Involved Assessment FOR Learning, An, Loose-Leaf Version 0134493001 / 9780134493008 MyEducationLab with Pearson eText -- Access Card -- for An Introduction to Student-Involved Assessment FOR Learning   ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.

Table of Contents:
BRIEF TABLE OF CONTENTS 1. Classroom Assessment for Student Success 2. Why We Assess 3. What We Assess: Clear Learning Targets 4. Designing Quality Classroom Assessments 5. Selected Response Assessment 6. Written Response Assessment 7. Performance Assessment 8. Personal Communication as Assessment 9. Record Keeping: It's More Than Paperwork 10. Students Collecting and Reflecting on Evidence of Their Learning 11. Report Card Grading: Summarizing Achievement at a Point in Time 12. Effective Communication with Conferences Appendix A Assessing Dispositions Appendix B Understanding Standardized Tests DETAILED TABLE OF CONTENTS Chapter 1: Classroom Assessment for Student Success Chapter 1 Learning Targets The Teacher's Classroom Assessment Responsibilities Gathering Accurate Information about Student Learning Supporting Student Learning Keys to Assessment Quality Key 1: Start with a Clear Purpose Key 2: Establish Clear and Appropriate Learning Targets Key 3: Create High-Quality Assessments That Yield Dependable Information Key 4: Communicate Results Effectively An Overarching Principle: Student Involvement A Classroom Example of Student-Involved Assessment Understanding Motivation to Learn Learning Orientation Ego-Involved Orientation Task-Completion Orientation Goal Orientations and College and Career Readiness Goal Orientations and the Connection to Assessment Summary: The Importance of Sound Assessment Suggested Activities Chapter 2: Why We Assess Chapter 2 Learning Targets Formative and Summative Purposes for Assessment High-Impact Formative Assessment Practices How Formative and Summative Assessment Fits into a Balanced Assessment System Balancing Formative and Summative Assessment in the Classroom Balanced Assessment throughout the School System Annual Testing Assessment for Learning in the Classroom Where Am I Going? Where Am I Now? How Can I Close the Gap? The Seven Strategies as a Progression Summary: Assessment for Many Purposes Suggested Activities Chapter 3: What We Assess: Clear Learning Targets Chapter 3 Learning Targets Defining Learning Targets Terminology Where Learning Targets Come From Content Standards Developed by National Organizations and Consortia Categories of Learning Targets Knowledge-Level Targets Reasoning-Level Targets Performance Skill Targets Product-Level Targets Disposition Targets--the Affective Domain Classifying Targets by Type Deconstructing Complex Content Standards Communicating Learning Targets to Students Share the Target "As Is" Convert the Terms in the Target to Student-Friendly Language Share a Student-Friendly Version of a Rubric with Students When to Share the Target and How to Check for Understanding Summary: Clear Targets Are Essential for Sound Assessment Suggested Activities Chapter 4: Designing Quality Classroom Assessments Chapter 4 Learning Targets The Assessment Options Selected Response Assessment Written Response Assessment Performance Assessment Personal Communication Selecting an Appropriate Assessment Method Assessing Knowledge Targets Accurately Assessing Reasoning Targets Accurately Assessing Mastery of Performance Skills Accurately Assessing Product Targets Accurately The Assessment Development Cycle The Assessment Planning Stage The Assessment Development Stage The Assessment Use and Refinement Stage Formative Assessment Ideas for Use with Assessment Blueprints Summary: A Vision of Excellence in Classroom Assessment Suggested Activities Chapter 5: Selected Response Assessment Chapter 5 Learning Targets The Myth of Objectivity Considerations When Using Selected Response Assessment Creating a High-Quality Selected Response Assessment Step 1: Determining the Assessment Purpose Step 2: Specifying the Intended Learning Targets Step 3: Selecting the Appropriate Assessment Method(s) Step 4: Determining the Appropriate Sample Size Step 5: Develop or Select Items, Exercises, Tasks, and Scoring Procedures Step 6: Review and Critique the Overall Assessment before Use Steps 7 and 8: Use and Refine the Assessment Using Selected Response Assessment Formatively with Students Where Am I Going? Where Am I Now? How Can I Close the Gap? Summary: Productive Selected Response Assessment Suggested Activities Chapter 6: Written Response Assessment Chapter 6 Learning Targets Considerations When Using Written Response Assessment Written Response Assessment of Knowledge-Level Learning Targets Written Response Assessment of Reasoning-Level Learning Targets Assessing Student Writing as a Product Limitations Creating a High-Quality Written Response Assessment Step 1: Determining the Assessment Purpose Step 2: Specifying the Intended Learning Targets Step 3: Selecting the Appropriate Assessment Method(s) Step 4: Determining the Appropriate Sample Size Step 5 Part I: Develop or Select the Items Step 5 Part II: Develop or Select the Scoring Guide Step 6: Review and Critique the Overall Assessment before Use Steps 7 and 8: Use and Refine the Assessment Using Written Response Assessment Formatively with Students Where Am I Going? Where Am I Now? How Can I Close the Gap? Summary: Tapping the Potential of Written Response Assessment Suggested Activities Chapter 7: Performance Assessment Chapter 7 Learning Targets Considerations When Using Performance Assessment Performance Assessment of Knowledge-Level Targets Performance Assessment of Reasoning-Level Targets Performance Assessment of Performance Skill Targets Performance Assessment of Product Targets Limitations Planning a High-Quality Performance Assessment Step 1: Determining the Assessment Purpose Step 2: Specifying the Intended Learning Targets Step 3: Selecting the Appropriate Assessment Method(s) Step 4: Determining the Appropriate Sample Size Step 5 Part I: Develop or Select the Task Step 6 Part I: Review and Critique the Task before Use Step 5 Part II: Develop or Select the Scoring Rubric Step 6 Part II: Review and Critique the Rubric before Use Steps 7 and 8: Use and Refine the Assessment Using Performance Assessment Formatively with Students Where Am I Going? Where Am I Now? How Can I Close the Gap? Summary: Thoughtful Development Yields High-Quality Performance Tasks and Rubrics Suggested Activities Chapter 8: Personal Communication as Assessment Chapter 8 Learning Targets Considerations When Assessing Via Personal Communication Assessing Knowledge-Level Learning Targets with Personal Communication Assessing Reasoning-Level Learning Targets with Personal Communication Assessing Performance Skill Targets with Personal Communication Assessing Product Targets with Personal Communication Understanding the Quality Control Issues Example of a More Challenging Fit The Many Forms of Personal Communication as Assessment Instructional Questions and Answers Class Discussions Conferences and Interviews Oral Examinations Journals and Logs Summary: Person-to-Person Assessment Suggested Activities Chapter 9: Record Keeping: It's More Than Paperwork Chapter 9 Learning Targets From Records to Useful Information Guideline 1: Record Formative and Summative Assessment Information Separately Guideline 2: Organize Entries in the Gradebook According to the Learning Target Represented Standards-Based Grade Reports Using Computer Programs for Grade Management Level of Detail Guideline 3: Keep Track of Work Habits and Social Skills Separately from Achievement Information Extra Credit Work Guideline 4: Record Information by Raw Score When Possible Summary: Going for the Record Suggested Activities Chapter 10: Students Collecting and Reflecting on Evidence of Their Learning Chapter 10 Learning Targets Prerequisites to Successful Student Record Keeping Recording Information from Assignments and Assessments Writing in Learning Journals Collecting Evidence in a Portfolio Benefits of Portfolios Misconceptions about Portfolios Types of Portfolios Work Sample Annotations Involving Students in Selecting Portfolio Entries Periodic Student Self-Reflection Summary: Student-Involved Record Keeping and Reflection Suggested Activities Chapter 11: Report Card Grading: Summarizing Achievement at a Point in Time Chapter 11 Learning Targets What Is the Purpose of Grades? Underlying Belief 1: The Purpose of Grades Is Also to Sort and Select Underlying Belief 2: The Purpose of Grades Is Also to Motivate The Sole Purpose of Grades Is to Communicate Communicate about What? Aptitude as a Grading Factor Effort as a Grading Factor Compliance as a Grading Factor Communicate about Achievement Only in the Academic Grade Report on Other Factors Separately A Word about Grading in a Cooperative Learning Context Summarizing Assessment Information Step 1: Use the Most Current Information Step 2: Verify Accuracy of Evidence Step 3: Convert Entries to a Common Scale Step 4: Weight Information as Needed Step 5: Combine Information Thoughtfully Converting Rubric Scores to Grades Average Ratings Identifying a Pattern of Ratings Combining Rubric Ratings with Other Assessment Information Reporting the Final Grade Keep the Link to Learning Targets Inform Students in Advance of Your Grading Procedures Summary: Communicating with Report Card Grades Suggested Activities Chapter 12: Effective Communication with Conferences Chapter 12 Learning Targets Conference Options Feedback Conferences The Purpose for a Feedback Conference Materials Needed The Protocol for a Feedback Conference Goal-Setting Conferences The Purpose for a Goal-Setting Conference Materials Needed The Protocol for a Goal-Setting Conference Achievement Conferences The Purpose of an Achievement Conference The Protocol for an Achievement Conference Follow-Up Intervention Conferences The Purpose of an Intervention Conference Materials Needed for an Intervention Conference The Protocol for an Intervention Conference Summary: Conferences as Effective Communication Suggested Activities Appendix A Assessing Dispositions Appendix B Understanding Standardized Tests

About the Author :
Jan Chappuis, educator and author, joined Rick Stiggins at the Assessment Training Institute in Portland, Oregon in 2001. Prior to that she 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 twenty years Chappuis 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. Chappuis is author of Seven Strategies of Assessment for Learning, 2e (2015) and Learning Team Facilitator Handbook (2007). She is co-author of Classroom Assessment for Student Learning: Doing It Right-- Using it Well, 2e (2012), Creating and Recognizing Quality Rubrics (2006), and Understanding School Assessment- A Parent and Community Guide to Helping Students Learn (2002). Rick Stiggins, B.S., M.A., Ph.D., founded the Assessment Training Institute in Portland, Oregon, in 1992 to provide professional development for educators facing the challenges of day-to-day classroom assessment. In 2009, the Institute joined the Pearson Education team to extend its professional development services around the world. Dr. Stiggins received his bachelor's degree in psychology from the State University of New York at Plattsburgh, master's degree in industrial psychology from Springfield (MA) College, and doctoral degree in education measurement from Michigan State University. Dr. Stiggins began his assessment work on the faculty of Michigan State before becoming a member of the faculty of educational foundations at the University of Minnesota, Minneapolis. In addition, he has served as director of test development for the ACT, Iowa City, Iowa; as a visiting scholar at Stanford University; as a Libra Scholar, University of Southern Maine; as director of the Centers for Classroom Assessment and Performance Assessment at the Northwest Regional Educational Laboratory, Portland, Oregon; and as a member of the faculty of Lewis and Clark College, Portland.

Review :
From reviews of the text:     “The text clearly lays out assessment design for beginners. It is clear and easy to read. . . . The overall clarity of the text makes this textbook an important tool in educating pre-service teachers.” Xyanthe Neider, Washington State University     “The overall theme of this text is that assessment is a deliberate, thoughtful process done on many levels that can enhance and guide the instructional process. The text moves students from the general (What is assessment?) to the specific (How do you create a multiple choice test that will provide valid and reliable data?), helping students understand the vital connection between instruction and assessment along the way. . . .  The focus on assessment for learning . . . is an important way of considering assessment that most students do not think about. . . .  As school districts begin using the Common Core standards, incorporating assessment for learning should become an important component of instruction. This text helps students understand the many facets of thinking about assessment this way and helps them learn how to design their assessments to be used in this way.” Leigh Ausband, UNC Charlotte     “This text is a valuable addition to . . . classroom assessment textbooks because of its focus on promoting assessment for learning. . . . [M]any existing textbooks do not use this terminology (assessment for, of, and as learning) rather [they] rely on more traditional notions of formative and summative assessment. The newer terminology brings with it more contemporary uses and conceptions of assessment that serve a mandate to support learning through integrated assessments. This message is made clear throughout the text. I also appreciate that the textbook draws on traditional teachings in assessment to establish that assessment for learning does not require a whole new set of assessment techniques. . . . [This text] advances an important (new) mission for educational assessment. I hope it is widely adopted, as I believe it has the capacity to reshape teacher candidates’ conceptions of assessment as a central teaching and learning tool.” Christopher DeLuca, University of South Florida