Student-Involved Assessment FOR Learning

by Stiggins, Rick

• ISBN13: 9780131183490
• ISBN10: 0131183494
• Edition: 4th
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: Prentice Hall

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