Classroom Assessment for Student Learning: Doing It Right - Using It Well, 3rd edition

Published by Pearson (January 1, 2019) © 2020

  • Jan Chappuis Pearson Assessment Training Institute

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Appropriate for courses in classroom assessment and as a stand-alone resource for teacher professional development in classroom assessment.

Practical guidance on conducting assessment in today's classrooms

Classroom Assessment for Student Learning helps readers learn how to gather accurate information about students' performance. This user-friendly guide is full of practical tips, activities and real-world examples of how assessment for learning looks in today's classrooms. The text will help readers understand how to use the assessment process and its results to improve their students' achievement.

The 3rd Edition better emphasizes the formative use of classroom assessment results.

Hallmark features of this title

  • Each chapter includes:
    • A clear and straightforward set of learning targets, as well as tips for giving effective feedback and preparing students to self-assess accurately
    • Grade-level examples of key concepts and activities, and discipline-area examples tied to their appropriate standards
    • Strategies for identifying common misconceptions with advice on how to avoid typical problems
    • Practical classroom-application activities aligned directly to the learning targets for the chapter
  • Assessment methods are tied to the type of learning targets to be assessed to ensure accurate assessment results.

New and updated features of this title

  • UPDATED: The text includes 5 keys to quality classroom assessment drawn from the measurement field and adapted to the needs of the classroom. These define the conditions needed for accuracy and the conditions for effective use. The keys have been revised in the 3rd Edition to place greater emphasis on formative use of classroom assessment results.
  • NEW: My Classroom Then and Now and From the Classroom features present anecdotes from classroom teachers that illustrate how the specific assessment practices taught in this text have changed students' attitudes and approaches to learning.
  • NEW: Fresh content and examples have been added on the following topics, among many others:
    • Formative assessment practices that are useful with performance assessments, and with selected and written response assessments
    • Assessment competencies that are required to complete a standards-based report card with accurate, fair and defensible results
    • Student goal orientation with an emphasis on helping students adopt a learning orientation to their work

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  1. Understanding Assessment’s Role in Learning
  2. Establishing Purpose: Assessment for and of Learning
  3. Defining the Intended Learning
  4. Planning the Assessment: Sound Design
  5. Designing and Using a Selected Response Assessment
  6. Designing and Using a Written Response Assessment
  7. Designing and Using a Performance Assessment
  8. Using Personal Communication as an Assessment Method
  9. Deriving Accurate, Fair, and Defensible Grades
  10. Students Tracking and Reflecting on Their Own Learning
  11. Conferencing with and About Students

APPENDICES

  1. Assessing Dispositions
  2. Professional Development with the Text

About our authors

Jan Chappuis, educator and author, joined Rick Stiggins at the Assessment Training Institute in Portland, Oregon, in 2001. Prior to that she had been an elementary and secondary teacher as well as a curriculum developer in English/language arts, mathematics, social studies and world languages.

For over 25 years, she has written books and developed workshops 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 is the author of Seven Strategies of Assessment for Learning (2015) and 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 (2012), and Understanding School Assessment: A Parent and Community Guide to Helping Students Learn (2002).

Richard Stiggins 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.

Dr. Stiggins received his bachelor's degree 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 a director of the Centers for Classroom Assessment and Performance Assessment at the Northwest Regional Laboratory, Portland, Oregon; and as a member of the Lewis and Clark College, Portland.

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