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Classroom Assessment for Student Learning: Doing It Right - Using It Well

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Classroom Assessment for Student Learning: Doing It Right - Using It Well Cover

 

Synopses & Reviews

Publisher Comments:

Classroom Assessment for Student Learning: Doing It Right, Using It Well, Second Edition

Jan Chappuis, Richard Stiggins, Stephen Chappuis, and Judith Arter

The core resource in the Pearson Assessment Training Institute (ATI) professional development program in assessment for learning is grounded in the latest research that shows student motivation and learning can improve through the use of student-involved classroom assessment. The second edition of Classroom Assessment for Student Learning (CASL) continues to build on the success of the first edition and presents educators with even more real-world examples from classroom teachers on what assessment for learning looks like in today’s classrooms and within today's state standards. The newly designed layout presents educators with 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. Appropriate for use by individuals and collaborative learning teams, CASL helps teachers and school leaders to plan, lead, and manage classroom assessment.

The new companion CD-ROM provides all the necessary learning team resources, including suggestions for forming and facilitating learning teams, suggestions for pacing the learning, and chapter-by-chapter forms and materials for completing the activities.

What's New to This Edition?

  • Features real teaching scenarios showing how instruction changed due to CASL principles
  • Shows how to track both formative and summative assessment
  • Outlines instructions for developing each type of assessment along with easy-to-use instruments for evaluating assessment quality
  • Provides step-by-step process for avoiding typical grading-related problems
  • Uses Common Core State Standards (CCSS) as the basis for the chapter content examples
  • Provides guidance on how to deconstruct the CCSS into manageable classroom learning targets
  • Each chapter now includes:
    • Tips for giving effective feedback and preparing students to self-assess accurately
    • Grade level examples of key concepts and activities
    • FAQs, strategies for identifying & avoiding common misconceptions and typical problems
  • CD-ROM replaces the previous Learning Team Handbook and now includes ALL the learning team resources

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.

Richard Stiggins founded the Pearson Assessment Training Institute (ATI) in 1992 to provide much-needed professional development in assessment for teachers and school leaders. Rick is the author of numerous books, articles and papers on assessment practices in the classroom and its impact on students and student success.

Stephen Chappuis brings a strong background in educational administration to Pearson ATI. As a former 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.

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.

Book News Annotation:

Chappuis, an author, elementary and secondary teacher, and curriculum developer, et al. present a combination textbook/workbook for educators to learn how to assess in the classroom, focusing on formative assessment and how to use it to facilitate learning. They outline five keys to assessment quality (clear purpose and targets, sound design, effective communication, and student involvement) and include activities. They describe differences between formative and summative assessment and when to use each, how to turn content standards into targets, matching methods to targets, record-keeping and grading procedures, uses of portfolios and student conferences, student self-assessment and goal setting, and helping students communicate about and keep track of their learning. This edition has updated context and examples to address current challenges, refined explanation of design and applications of assessments, frequently asked questions, anecdotes from teachers, and expanded examples. The accompanying CD contains learning-team resources and forms and materials for activities. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)

Synopsis:

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.

#LINK<>#

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 #LINK<http://ati.pearson.com># to read more articles on assessment, download study guides, and more!

Synopsis:

Classroom Assessment for Student Learning: Doing It Right, Using It Well, Second Edition

Jan Chappuis, Richard Stiggins, Stephen Chappuis, and Judith Arter

The core resource in the Pearson Assessment Training Institute (ATI) professional development program in assessment for learning is grounded in the latest research that shows student motivation and learning can improve through the use of student-involved classroom assessment. The second edition of Classroom Assessment for Student Learning (CASL) continues to build on the success of the first edition and presents educators with even more real-world examples from classroom teachers on what assessment for learning looks like in today’s classrooms and within today's state standards. The newly designed layout presents educators with 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. Appropriate for use by individuals and collaborative learning teams, CASL helps teachers and school leaders to plan, lead, and manage classroom assessment.

#LINK<>#

The new companion CD-ROM provides all the necessary learning team resources, including suggestions for forming and facilitating learning teams, suggestions for pacing the learning, and chapter-by-chapter forms and materials for completing the activities.

What's New to This Edition?

  • Features real teaching scenarios showing how instruction changed due to CASL principles
  • Shows how to track both formative and summative assessment
  • Outlines instructions for developing each type of assessment along with easy-to-use instruments for evaluating assessment quality
  • Provides step-by-step process for avoiding typical grading-related problems
  • Uses Common Core State Standards (CCSS) as the basis for the chapter content examples
  • Provides guidance on how to deconstruct the CCSS into manageable classroom learning targets
  • Each chapter now includes:
    • Tips for giving effective feedback and preparing students to self-assess accurately
    • Grade level examples of key concepts and activities
    • FAQs, strategies for identifying & avoiding common misconceptions and typical problems
  • CD-ROM replaces the previous Learning Team Handbook and now includes ALL the learning team resources

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.

Richard Stiggins founded the Pearson Assessment Training Institute (ATI) in 1992 to provide much-needed professional development in assessment for teachers and school leaders. Rick is the author of numerous books, articles and papers on assessment practices in the classroom and its impact on students and student success.

Stephen Chappuis brings a strong background in educational administration to Pearson ATI. As a former 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.

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.

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.

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

 

 

 

Product Details

ISBN:
9780132685887
Author:
Chappuis, Jan
Publisher:
Pearson Educacion
Author:
Stiggins, Rick
Author:
Arter, Judith A.
Author:
Chappuis, Steve
Author:
Arter, Judith
Author:
Stiggins, Rick J.
Subject:
Evaluation
Subject:
Education - Assessment
Subject:
Education-General
Copyright:
Edition Description:
Trade paper
Series:
Assessment Training Institute, Inc.
Publication Date:
20111003
Binding:
TRADE PAPER
Language:
English
Pages:
432
Dimensions:
11.1 x 9 x 6 in 8038 gr

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Classroom Assessment for Student Learning: Doing It Right - Using It Well New Trade Paper
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Product details 432 pages Allyn & Bacon - English 9780132685887 Reviews:
"Synopsis" by ,

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.

#LINK<>#

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 #LINK<http://ati.pearson.com># to read more articles on assessment, download study guides, and more!

"Synopsis" by ,

Classroom Assessment for Student Learning: Doing It Right, Using It Well, Second Edition

Jan Chappuis, Richard Stiggins, Stephen Chappuis, and Judith Arter

The core resource in the Pearson Assessment Training Institute (ATI) professional development program in assessment for learning is grounded in the latest research that shows student motivation and learning can improve through the use of student-involved classroom assessment. The second edition of Classroom Assessment for Student Learning (CASL) continues to build on the success of the first edition and presents educators with even more real-world examples from classroom teachers on what assessment for learning looks like in today’s classrooms and within today's state standards. The newly designed layout presents educators with 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. Appropriate for use by individuals and collaborative learning teams, CASL helps teachers and school leaders to plan, lead, and manage classroom assessment.

#LINK<>#

The new companion CD-ROM provides all the necessary learning team resources, including suggestions for forming and facilitating learning teams, suggestions for pacing the learning, and chapter-by-chapter forms and materials for completing the activities.

What's New to This Edition?

  • Features real teaching scenarios showing how instruction changed due to CASL principles
  • Shows how to track both formative and summative assessment
  • Outlines instructions for developing each type of assessment along with easy-to-use instruments for evaluating assessment quality
  • Provides step-by-step process for avoiding typical grading-related problems
  • Uses Common Core State Standards (CCSS) as the basis for the chapter content examples
  • Provides guidance on how to deconstruct the CCSS into manageable classroom learning targets
  • Each chapter now includes:
    • Tips for giving effective feedback and preparing students to self-assess accurately
    • Grade level examples of key concepts and activities
    • FAQs, strategies for identifying & avoiding common misconceptions and typical problems
  • CD-ROM replaces the previous Learning Team Handbook and now includes ALL the learning team resources

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.

Richard Stiggins founded the Pearson Assessment Training Institute (ATI) in 1992 to provide much-needed professional development in assessment for teachers and school leaders. Rick is the author of numerous books, articles and papers on assessment practices in the classroom and its impact on students and student success.

Stephen Chappuis brings a strong background in educational administration to Pearson ATI. As a former 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.

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.

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