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Student-Involved Assessment FOR Learning,9780131183490
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Student-Involved Assessment FOR Learning

by
Edition:
4th
ISBN13:

9780131183490

ISBN10:
0131183494
Format:
Paperback
Pub. Date:
1/1/2005
Publisher(s):
Prentice Hall

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Summary

This multiple award-winning presentation is the leading book for assessment that focuses on showing teachers how to develop assessments that accurately reflect student achievement AND how to use those assessments to benefitnot merely gradestudent learning. It examines the full spectrum of assessment topics, from articulating targets, through developing quality vehicles, to communicating results effectivelywith an exceptionally strong focus on integrating assessment with instruction through student involvement. Throughout the material, a variety of hands-on practice activities provide clear guidance on how to construct all types of assessments while explainingbetter than any other bookwhat kinds of achievement each type can and cannot assess.

Table of Contents

PART I Introduction to Student-Involved Assessment FOR Learning
1(80)
Become a Reflective Learner
2(2)
Keep a Journal to Watch Yourself Grow
3(1)
Form a Learning Team or Study Group
4(1)
Companion Website
4(1)
Classroom Assessment for Student Success
5(27)
Chapter Focus
5(1)
Our Classroom Assessment Responsibilities
5(1)
A Story of Assessment for Student Success
6(8)
Success from the Student's Point of View
8(3)
The Keys to Success
11(1)
Some Students Aren't So Lucky
12(1)
Other Potential Problems
13(1)
Anticipating and Avoiding Assessment Problems
14(1)
Understanding Assessment Validity
14(1)
Understanding Assessment Reliability
14(1)
The Changing Role of Assessment
15(3)
Your Assignment in Standards-Driven Schools
16(1)
Important Benefits to You
16(2)
A Fundamental Assessment Belief
18(2)
Assessment and Student Motivation
18(2)
A Note on Students with Learning Disabilities
20(1)
Guides to Valid and Reliable Assessment
20(9)
Guiding Principle 1: Classroom Assessments Can Both Promote and Verify Student Learning
21(6)
Guiding Principle 2: Clear and Appropriate Achievement Targets Are Essential
27(1)
Guiding Principle 3: Accurate Classroom Assessment Is Essential
28(1)
Guiding Principle 4: Sound Assessments Require Effective Communication
28(1)
The Power of Student Involvement
29(1)
Summary: The Importance of Sound Assessment
30(1)
Practice with Chapter 1 Ideas
31(1)
Defining Achievement Standards for Assessment
32(31)
Chapter Focus
32(1)
Validity from a Different Perspective
32(7)
Defining Achievement Targets
33(6)
The Benefits of Clear and Appropriate Targets
39(2)
Control Over Your Professional Success
39(1)
Benefits in Student Motivation
40(1)
Greater Efficiency
40(1)
Accurate Classroom Assessments
41(1)
Sources of Information About Achievement Standards
41(2)
State and Local Standards
41(1)
Your Local Written Curriculum
42(1)
Professional Networking
42(1)
Types of Achievement Targets
43(17)
Knowing and Understanding Targets
43(3)
Reasoning Targets
46(9)
Performance Skill Targets
55(1)
Product Development Targets
56(1)
Dispositional Targets
57(1)
Summary of Targets
58(2)
A Final Reminder: The Targets in Your Classroom Are Your Responsibility
60(1)
Summary: Clear Targets Are Essential for Sound Assessment
60(1)
Practice with Chapter 2 Ideas
61(2)
Selecting Proper Assessment Methods
63(18)
Chapter Focus
63(1)
Selecting a Proper Assessment Method
63(1)
The Assessment Options
64(4)
Selected Response Assessment
65(1)
Essay Assessment
66(1)
Performance Assessment
66(1)
Personal Communication as Assessment
67(1)
Keep the Options in Balance
67(1)
Matching Methods with Targets
68(10)
Important Things to Remember
68(2)
Assessing Knowledge and Understanding
70(2)
Assessing Reasoning Proficiency
72(3)
Assessing Mastery of Performance Skills
75(1)
Assessing Proficiency at Creating Products
76(1)
Assessing Dispositions
76(2)
Assessment for Learning
78(1)
Summary: A Vision of Excellence in Classroom Assessment
79(1)
Practice with Chapter 3 Ideas
80(1)
PART II Understanding Assessment Methods
81(144)
Selected Response Assessment
83(32)
Chapter Focus
83(1)
The Most Traditional Assessment Methods
83(3)
Know When to Use Selected Response Formats
84(1)
The Myth of Objectivity
85(1)
Matching Method to Targets
86(3)
Assessing Knowledge Mastery
86(1)
Assessing Reasoning
87(1)
Assessing Performance Skills
88(1)
Assessing Products
88(1)
Assessing Dispositions
89(1)
Summary of Target Matches
89(1)
The Steps in Assessment Development
89(18)
Step 1: Preparing a Blueprint
90(5)
Step 2: Selecting Material to Assess
95(4)
Additional Thoughts on Steps 1 and 2
99(1)
Step 3: Building Test Items from Propositions
99(8)
Fine Tuning Assessment Applications
107(2)
Mix Formats Together
107(1)
Use Interpretive Exercises
108(1)
Format the Test Carefully
109(1)
Work Backwards to Verify Test Quality
109(1)
Some Final Issues and Reminders
110(2)
Barriers to Sound Selected Response Assessment
110(1)
Student Involvement in Selected Response Assessment
110(2)
Summary: Productive Selected Response Assessment
112(1)
Practice with Chapter 4 Ideas
113(2)
Essay Assessment
115(25)
Chapter Focus
115(1)
Assessment Based on Subjective Judgment
115(5)
An Example of Essay Assessment at Work in the Classroom
116(4)
The Foundations of Assessment Quality
120(2)
Context Factors
121(1)
Understanding Reliability: The Role of Teacher Judgment in Scoring
121(1)
Understanding Validity: Matching Method to Target
122(4)
Assessing Knowledge and Understanding
122(1)
Assessing Reasoning
123(1)
Assessing Performance Skills
124(1)
Assessing Product Development Capabilities
124(1)
Assessing Dispositions
125(1)
Summary of Target Matches
125(1)
Developing Essay Assessments
126(9)
Practice Exercise
126(1)
Assessment Planning
127(1)
Exercise Development
128(4)
Developing Essay Scoring Procedures
132(3)
Barriers to Sound Essay Assessment
135(1)
Student Involvement in Essay Assessment
135(2)
Summary: Tapping the Potential of Essay Assessment
137(1)
Practice with Chapter 5 Ideas
138(2)
Performance Assessment
140(37)
Chapter Focus
140(1)
Assessment Based on Observation and Professional Judgment
140(3)
The Promise and Perils of Performance Assessment
141(2)
The Foundations of Quality
143(1)
Understand When to Use Performance Assessment
143(1)
Performance Assessment Is a Matter of Professional Judgment
143(1)
Understanding Reliability: Inter-Rater Agreement
144(1)
Understanding Validity: Matching Method to Target
144(3)
Assessing Knowledge
145(1)
Assessing Reasoning
145(1)
Assessing Performance Skills
146(1)
Assessing Products
146(1)
Assessing Dispositions
146(1)
Summary of Target-Performance Assessment Matches
147(1)
Developing Performance Assessments
147(18)
Remember Your Purpose
147(1)
Defining Performance
148(10)
Devising Performance Tasks
158(7)
Fine Tuning Your Use of Performance Assessments
165(2)
Checking for Bias or Errors in Judgment
166(1)
Barriers to Sound Performance Assessment
167(1)
Think Assessment for Learning: Involve Students in Performance Assessment
168(1)
Summary: Thoughtful Development Yields Sound Assessments and Energized Students
169(2)
Practice with Chapter 6 Ideas
171(6)
Personal Communication as Assessment
177(22)
Chapter Focus
177(1)
Classroom Interaction as Evidence of Learning
177(3)
The Unique Power of Personal Communication
179(1)
The Foundations of Ensuring Quality Assessment
180(5)
Context Factors
180(2)
Understanding Validity and Reliability Issues
182(3)
Understanding Validity: Matching Method to Target
185(4)
Assessing Knowledge and Understanding
186(1)
Assessing Reasoning
186(1)
Assessing Performance Skills and Products
187(1)
Assessing Dispositions
188(1)
Summary of Target Matches
188(1)
The Many Forms of Personal Communication as Assessment
189(7)
Instructional Questions and Answers
189(1)
Conferences and Interviews
190(1)
Class Discussions
191(1)
Oral Examinations
192(3)
Journals and Logs: Naturals as Assessments for Learning
195(1)
Student-Involved Assessment for Learning
196(1)
Summary: Person-to-Person Assessment
197(1)
Practice with Chapter 7 Ideas
198(1)
Assessing Dispositions
199(26)
Chapter Focus
199(1)
School Is Not Just About Academic Achievement
199(2)
Assessment for Learning Involves Student Dispositions
201(2)
Dispositions as Means to an End
202(1)
Remain Mindful of Standards of Assessment Quality
203(1)
But There Is One Critical Difference
204(1)
Three Very Important Ground Rules
204(2)
Ground Rule 1: Remember, This Is Personal
205(1)
Ground Rule 2: Stay in Bounds
205(1)
Ground Rule 3: If You Ask, Do Something with the Results
206(1)
Defining Affect as It Relates to Dispositions
206(5)
Attitudes
207(1)
School-Related Values
207(1)
Academic Self-Efficacy
208(1)
Interests
208(1)
Academic Aspirations
209(1)
Evaluation Anxiety
209(1)
Dispositions, Student Confidence, and Assessment for Learning
209(2)
Variations in Dispositions
211(1)
Exploring the Assessment Options
212(8)
Matching Method to Target
213(1)
Questionnaires
213(4)
Observations as Assessments of Dispositions
217(2)
Personal Communication as a Window to Student Feelings
219(1)
Summary: Dispositions Can Help Us Boost Achievement
220(1)
Practice with Chapter 8 Ideas
221(4)
PART III Communicating Assessment Results
225(136)
Managing and Communicating Achievement Information
227(21)
Chapter Focus
227(1)
The Information Management Challenges
227(4)
The Conditions Underpinning Effective Information Management
228(1)
The Information Management Options
228(3)
When Planning for Information Management, Context Is Everything
231(1)
Information Management in Assessment for Learning Contexts
231(3)
Inform Students About Themselves
231(2)
Diagnosing Student Needs
233(1)
Information Management in Assessment of Learning Contexts
234(2)
Assigning Report Card Grades
234(1)
Other Assessment of Learning Contexts
235(1)
The Challenges to Effective Information Sharing
236(3)
The Risk of Accountability
237(1)
The Challenge of Too Little Time
238(1)
What if the Receiver Can't or Won't Hear the Message?
238(1)
Removing the Barriers
239(1)
The Communication Options
239(2)
Test Scores
239(1)
Report Cards
240(1)
Portfolios of Student Work
240(1)
Conferences About Student Achievement
240(1)
Summary of Options
241(1)
The Conditions Underpinning Effective Information Sharing
241(2)
Agreeing on the Focus of the Communication
241(1)
Gathering Accurate Evidence
242(1)
Using Symbols with Shared Meaning
242(1)
Managing the Communication Environment
242(1)
Customs to Rethink
243(2)
Think Communication for Learning
243(2)
Summary: Communication Is Key to Achievement
245(1)
Practice with Chapter 9 Ideas
246(2)
Communicating with Standardized Test Scores
248(27)
Chapter Focus
248(1)
Tests That Produce Comparable Results
248(7)
The Meaning of Scores
249(1)
The Various Layers of Standardized Testing
250(3)
The Result: Troubling Contradictions
253(1)
Addressing the Contradictions: A Guiding Philosophy
254(1)
Standardized Test Development
255(3)
Step 1: Clarify Targets
255(1)
Step 2: Translate Targets into Assessments
255(1)
Step 3: Develop Test Items
256(1)
Step 4: Assemble Test and Control for Bias
256(1)
Step 5: Administer Trials to Establish Norms (Norm-Referenced Tests)
257(1)
Setting Standards of Acceptable Performance (Criterion-Referenced Tests)
257(1)
Interpretation of Commonly Used Test Scores
258(9)
Scores Reported on State Assessments
258(1)
Scores Reported on Commercial Norm-Referenced Tests
259(6)
Real-World Test Score Interpretation
265(2)
Implications for Teachers
267(4)
Responsibility 1: Protect the Well-Being of Your Students!
267(4)
Responsibility 2: Community Awareness
271(1)
Responsibility 3: Maintain Perspective
271(1)
Summary: Meeting the Challenges of Standardized Testing
271(2)
Practice with Chapter 10 Ideas
273(2)
Communicating with Report Cards
275(45)
Chapter Focus
275(1)
Report Card Grading
275(4)
Grading, What's a Teacher to Do?
276(1)
Understanding Our Current Grading Environment
276(3)
Communicate About What?
279(14)
Achievement as a Grading Factor
281(1)
Aptitude as a Grading Factor
282(3)
Effort as a Grading Factor
285(3)
Compliance as a Grading Factor
288(3)
Attitude as a Grading Factor
291(2)
Summary of Grading Factors
293(1)
Gathering Achievement Information for Grading Purposes
293(14)
Step 1: Spelling out the Big Achievement Picture
294(1)
Step 2: Turning Your Big Picture into an Assessment Plan
295(2)
Step 3: From a Plan to Actual Assessments
297(2)
Step 4: Summarizing the Resulting Information
299(6)
Step 5: Converting Composite Achievement Scores to a Grade
305(2)
Report Cards That Deliver Greater Detail
307(8)
Standards-Based Reporting
307(2)
Narrative Reporting
309(3)
Continuous-Progress Reporting
312(3)
Summary: Communicating with Report Cards
315(1)
Practice with Chapter 11 Ideas
316(4)
Communicating with Portfolios
320(20)
Chapter Focus
320(1)
Portfolio Defined
320(2)
What Role for Portfolios?
321(1)
The Emergence of Portfolios
322(1)
Benefits for Teachers and Students
322(1)
The Challenges
322(1)
Maintaining Perspective
323(1)
Portfolios and Performance Assessment
323(1)
Portfolios and Life Skills
324(1)
The Need for Accurate Assessments
324(1)
The Keys to Successful Use
324(10)
Sharp Focus on Targets
325(1)
Accurate Assessments
325(1)
Form Follows Purpose
326(2)
Think Assessment for Learning: Criteria for Judging Quality
328(1)
Involving Students in Selecting Portfolio Items
329(2)
Periodic Student Self-Reflection
331(3)
Dealing with Some Practicalities
334(3)
About Those Electronic Portfolios
336(1)
Summary: Communicating with Portfolios
337(1)
Practice with Chapter 12 Ideas
338(2)
Communicating Through Conferences
340(21)
Chapter Focus
340(1)
Let the Conference Begin
340(3)
Necessary Conditions
343(1)
Conference Formats That Enhance Communication
343(12)
Student-Teacher Conferences
344(3)
Parent-Teacher Conferences
347(1)
Student-Led Parent Conferences
348(7)
A Final Thought About Your Communication Challenge
355(1)
Summary: Finding Effective Ways to Communicate
356(1)
The End of Our Studies Together
357(1)
Practice with Chapter 13 Ideas and Final Text Activities
358(3)
Appendix Rubrics for Judging Classroom Assessment Quality 361(4)
References 365(2)
Index 367


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