Educative Assessment : Designing Assessments to Inform and Improve Student Performance

by Wiggins, Grant

• ISBN13: 9780787908485
• ISBN10: 0787908487
• Format: Paperback
• Copyright: 1998-03-30
• Publisher: Jossey-Bass

Summary

Wiggins makes the most convincing case yet that school-based assessment should aim mainly to improve, rather than to audit, student performance. Thanks to his penetrating discussions of feedback, the relationship of formal designs to practice, teaching for understanding, and rubrics, this book should dispel common misconceptions and elevate both the understanding and practice of authentic assessment ?Fred M. Newmann, professor of curriculum and instruction, University of Wisconsin , MadisonAssessing Student Performance laid out the theoretical foundations of a new assessment system that provides a more authentic picture of student capabilities than standardized testing. In Assessment for Excellence, Grant Wiggins provides guidance on how to design performance-based assessments for use in the classroom. This book covers all aspects of assessment design, including how to craft performance tasks that meet rigorous educational standards, how to score assessments fairly, and how to structure and judge student portfolios. It also looks at how performance assessment can be used to improve curriculum and instruction, grading and reporting?and teacher accountability.

Author Biography

GRANT WIGGINS is the president and director of programs for the Center for Learning, Assessment, and School Structure (CLASS), a non-profit educational research and consulting organization in Pennington, New Jersey. He is the author of Assessing Student Performance (Jossey-Bass)

Table of Contents

LIST OF FIGURES	ix	(2)
PREFACE	xi	(10)
THE AUTHOR	xxi
CHAPTER 1 Educative Assessment: A Vision	1	(20)
PART ONE Essential Elements of Assessment	21	(82)
CHAPTER 2 Ensuring Authentic Performance	21	(22)
CHAPTER 3 Providing Ongoing Feedback	43	(28)
CHAPTER 4 Promoting Student Understanding	71	(32)
PART TWO Designing Assessments	103	(86)
CHAPTER 5 Standards and Criteria	103	(36)
CHAPTER 6 Individual Performance Tasks	139	(14)
CHAPTER 7 Scoring Rubrics	153	(36)
PART THREE Applications and Implications	189	(124)
CHAPTER 8 Portfolio as Evidence	189	(16)
CHAPTER 9 Curriculum and Instruction	205	(36)
CHAPTER 10 Grading and Reporting	241	(48)
CHAPTER 11 Teaching and Accountability	289	(24)
PART FOUR Changing the System	313	(28)
CHAPTER 12 Feasibility: Real and Imagined	313	(14)
CHAPTER 13 Next Steps	327	(14)
NOTES	341	(10)
BIBLIOGRAPHY	351	(6)
INDEX	357