Classroom Assessment for Student Learning: Doing It Right - Using It Well, 3rd Edition
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Overview
Description
Appropriate for courses in classroom assessment and as a stand-alone resource for teacher professional development in classroom assessment.
This package includes the Enhanced Pearson eText.
Classroom Assessment for Student Learning helps readers gather accurate information about students’ achievement and use the assessment process and its results effectively to improve achievement. This user-friendly guide is full of practical tips, activities, and real-world examples of what assessment for learning looks like in today’s classrooms.
The 3rd Edition continues to focus on five keys to quality classroom assessment, with an enhanced emphasis on the formative use of classroom assessment results. The keys help readers 1) establish a clear assessment purpose to meet the information needs of all intended users; 2) base instruction and assessment on clear learning targets; 3) design or select all assessments to meet standards of accuracy; 4) communicate summative and formative results effectively; and 5) involve students in the assessment process and in using results to further learning.
Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve mastery of content with activities, discussion topics for collaborative learning, and guides for implementing the concepts and practices.
Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy. Students, register for or purchase your eText at pearsonhighered.com/etextbooks.
Features
Invigorate learning with the Enhanced Pearson eText
New - The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:
- End-of-chapter activities help readers master the chapter’s learning targets. They are designed to deepen understanding of the chapter content, provide discussion topics for collaborative learning, and guide implementation of the concepts and practices taught in the chapter.
Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.
Additional text features include:
- Updated - Five keys to quality classroom assessment, drawn from the measurement field and adapted to the needs of the classroom, define the conditions needed for accuracy and the conditions for effective use. The keys are revised in the 3rd Edition to place greater emphasis on formative use of classroom assessment results. (See Five Keys To Quality Classroom Assessment on pp. 9-19; Chapters 2-11 elaborate on the keys.)
- Assessment methods are tied to the type of learning targets to be assessed so that accurate assessment results can be ensured. (See Selecting An Appropriate Assessment Method on pp. 105-114; When To Use Selected Response Assessment on p. 133; When To Use Written Response Assessment on p. 181; When To Use Performance Assessment on p. 221; and When To Assess Via Personal Communication on p. 274.)
- Each chapter includes:
- A clear and straightforward set of learning targets
- Tips for giving effective feedback and preparing students to self-assess accurately
- Expanded - Grade-level examples of key concepts and activities (See Blueprint for Written Response Items from a Unit on Physics of Sound and Blueprint for a Language Arts Test, Multiple Methods on p. 184.)
- Updated - Discipline-area examples that are tied to their appropriate standards. Math and English/language arts examples are based on the Common Core Standards. Science examples now reflect the Next Generation Science Standards, while social studies examples are based upon the C3 Framework for Social Studies. (See Reasoning Targets on p. 59.)
- Updated - FAQs (See Questions About Rubrics on pp. 255-256)
- Updated - 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.
- New - My Classroom Then and Now and From the Classroom anecdotes from classroom teachers that illustrate how the specific assessment practices taught in this book have changed students’ attitudes and approaches to learning. (See My Classroom Then and Now: Michele Buck on targets and formative assessment and Kelly Dye on student involvement in assessment on pp. 210-212.)
- New - Formative assessment practices that are useful with performance assessments (See Seven Strategies of Assessment for Learning with Performance Assessment Tasks and Rubrics on pp. 261-269.)
- New - Formative assessment practices that are useful with selected and written response assessments (See Seven Strategies of Assessment for Learning with Selected Response Methodology on pp. 163-177 and Seven Strategies of Assessment for Learning with Written Response Methodology on pp. 209-217.)
- New - Using diagnostic assessments with instructional traction (See Instructional Traction on pp. 32-34.)
- New - Effective feedback practices (See Assessment For Learning: Effective Feedback on pp. 34-39.)
- New - Helping students understand content standards (See Deconstructing Complex Content Standards on pp. 70-77.)
- New - Assessment competencies that are required to complete a standards-based report card with accurate, fair, and defensible results (See Communicate How? Recommendations for Performance Standards on pp. 318-321.)
- New - Student record-keeping that promotes student self-reflection (See Chapter 10, Students Tracking and Reflecting on Their Own Learning.)
- New - Student goal orientation with an emphasis on helping students adopt a learning orientation to their work (See The Goal-Setting Conference on pp. 394-399.)
- New - A new appendix on assessing dispositions
New to This Edition
Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:
- End-of-chapter activities help readers master the chapter’s learning targets. They are designed to deepen understanding of the chapter content, provide discussion topics for collaborative learning, and guide implementation of the concepts and practices taught in the chapter.
Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.
New content and examples have been added on the following topics:
- The five keys to quality classroom assessment are revised in the 3rd Edition to place greater emphasis on formative use of classroom assessment results. (See Five Keys To Quality Classroom Assessment on pp. 9-19; Chapters 2-11 elaborate on the keys.)
- Expanded grade-level examples of key concepts and activities (See Blueprint for Written Response Items from a Unit on Physics of Sound and Blueprint for a Language Arts Test, Multiple Methods on p. 184.)
- Updated discipline-area examples that are tied to their appropriate standards. Math and English/language arts examples are based on the Common Core Standards. Science examples now reflect the Next Generation Science Standards, while social studies examples are based upon the C3 Framework for Social Studies. (See Reasoning Targets on p. 59.)
- Updated FAQs (See Questions About Rubrics on pp. 255-256)
- Updated strategies for identifying common misconceptions with advice on how to avoid typical problems
- My Classroom Then and Now and From the Classroom anecdotes from classroom teachers that illustrate how the specific assessment practices taught in this book have changed students’ attitudes and approaches to learning. (See My Classroom Then and Now: Michele Buck on targets and formative assessment and Kelly Dye on student involvement in assessment on pp. 210-212.)
- Formative assessment practices that are useful with performance assessments (See Seven Strategies of Assessment for Learning with Performance Assessment Tasks and Rubrics on pp. 261-269.)
- Formative assessment practices that are useful with selected and written response assessments (See Seven Strategies of Assessment for Learning with Selected Response Methodology on pp. 163-177 and Seven Strategies of Assessment for Learning with Written Response Methodology on pp. 209-217.)
- Using diagnostic assessments with instructional traction (See Instructional Traction on pp. 32-34.)
- Effective feedback practices (See Assessment For Learning: Effective Feedback on pp. 34-39.)
- Helping students understand content standards (See Deconstructing Complex Content Standards on pp. 70-77.)
- Assessment competencies that are required to complete a standards-based report card with accurate, fair, and defensible results (See Communicate How? Recommendations for Performance Standards on pp. 318-321.)
- Student record-keeping that promotes student self-reflection (See Chapter 10, Students Tracking and Reflecting on Their Own Learning.)
- Student goal orientation with an emphasis on helping students adopt a learning orientation to their work (See The Goal-Setting Conference on pp. 394-399.)
- A new appendix on assessing dispositions
Table of Contents
- Understanding Assessment’s Role in Learning
- Establishing Purpose: Assessment for and of Learning
- Defining the Intended Learning
- Planning the Assessment: Sound Design
- Designing and Using a Selected Response Assessment
- Designing and Using a Written Response Assessment
- Designing and Using a Performance Assessment
- Using Personal Communication as an Assessment Method
- Deriving Accurate, Fair, and Defensible Grades
- Students Tracking and Reflecting on Their Own Learning
- Conferencing with and About Students
Appendix A: Assessing Dispositions
Appendix B: Professional Development with the Text
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Classroom Assessment for Student Learning: Doing It Right - Using It Well -- Enhanced Pearson eText, 3rd Edition
Chappuis
©2020 | Pearson | 464 pp
| Format | Electronic Book | |
| ISBN-13: | 9780134899183 | |
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Paper
Classroom Assessment for Student Learning: Doing It Right - Using It Well, 3rd Edition
Chappuis
©2020 | Pearson | 464 pp
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About the Author(s)
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), 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.
Previous editions
Chappuis, Stiggins, Chappuis & Arter
©2012
Paper Bound w/CD-ROM
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