Introduction to Student-Involved Assessment FOR Learning, An, 7th Edition
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Overview
Description
Designed for undergraduate and masters-level introduction to general education assessment courses
This package includes a print book and MyEducationLab with Enhanced Pearson eText.
This book is best known for its focus on teaching pre-service teachers how to involve students in the assessment process and how to use assessment as a tool to advance learning. Those who use Chappuis/Stiggins should understand and be able to do the following assessment tasks upon completing Student-Involved Assessment FOR Learning: (1) establish clear learning targets as the basis for instruction and assessment, (2) select assessment methods that align with those learning targets, (3) select and/or create high-quality assessments that accurately measure student progress to the learning targets, (4) clearly communicate assessment results to learners for both formative and summative purposes, and (5) involve students in the assessment process to develop their capabilities to be self-directed learners.
From reviews of the text:
“The overall theme of this text is that assessment is a deliberate, thoughtful process done on many levels that can enhance and guide the instructional process. This text moves students from the general (What is assessment?) to the specific (How do you create multiple choice tests that will provide valid and reliable data?) . . . . The focus on assessment for learning . . . is an important way of considering assessment that most students do not think about.”
Leigh Ausband, UNC Charlotte
“I believe [this text] has the capacity to reshape teacher candidates’ conceptions of assessment as a central teaching and learning tool."
Christopher DeLuca, University of South Florida
“This text lays out assessment design for beginners. It is clear and easy to read…. The overall clarity of the text makes this textbook an important tool in educating pre-service teachers.”
Xyanthe Neider, Washington State University
MyEducationLab is an online homework, tutorial, and assessment program designed to work with the text to engage learners and to improve learning. Within its structured environment, learners see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and to ensure their mastery of key learning outcomes.
Reviews
From reviews of the text:
“The text clearly lays out assessment design for beginners. It is clear and easy to read. . . . The overall clarity of the text makes this textbook an important tool in educating pre-service teachers.”
Xyanthe Neider, Washington State University
“The overall theme of this text is that assessment is a deliberate, thoughtful process done on many levels that can enhance and guide the instructional process. The text moves students from the general (What is assessment?) to the specific (How do you create a multiple choice test that will provide valid and reliable data?), helping students understand the vital connection between instruction and assessment along the way. . . . The focus on assessment for learning . . . is an important way of considering assessment that most students do not think about. . . . As school districts begin using the Common Core standards, incorporating assessment for learning should become an important component of instruction. This text helps students understand the many facets of thinking about assessment this way and helps them learn how to design their assessments to be used in this way.”
Leigh Ausband, UNC Charlotte
“This text is a valuable addition to . . . classroom assessment textbooks because of its focus on promoting assessment for learning. . . . [M]any existing textbooks do not use this terminology (assessment for, of, and as learning) rather [they] rely on more traditional notions of formative and summative assessment. The newer terminology brings with it more contemporary uses and conceptions of assessment that serve a mandate to support learning through integrated assessments. This message is made clear throughout the text. I also appreciate that the textbook draws on traditional teachings in assessment to establish that assessment for learning does not require a whole new set of assessment techniques. . . . [This text] advances an important (new) mission for educational assessment. I hope it is widely adopted, as I believe it has the capacity to reshape teacher candidates’ conceptions of assessment as a central teaching and learning tool.”
Christopher DeLuca, University of South Florida
Features
MyEducationLab is an online homework, tutorial, and assessment program designed to work with the text to engage learners and to improve learning. Within its structured environment, learners see key concepts demonstrated through real classroom video footage, practice what they learn, test their understanding, and receive feedback to guide their learning and to ensure their mastery of key learning outcomes.
Designed to bring learners more directly into the world of K-12 classrooms and to help them see the real and powerful impact of the assessment concepts covered in this book, MyEducationLab provides practice using classroom assessment concepts in teaching situations, helps students and instructors see how well students understand the content, and helps students more deeply process assessment concepts and strategies and also better understand how to use those concepts as a teacher. The online resources in this MyEducationLab include:
- Video Examples. Throughout the eText, embedded videos provide illustrations of sound assessment practices in action. For examples, see pages 27 and 34.
- Self-Check Quizzes. Throughout the chapters, students will find MyEducationLab self-check quizzes. These quizzes help assess how well students have mastered chapter learning outcomes. The self-check quizzes consist of self-grading multiple choice items that provide rationales, both for questions answered correctly and for questions answered incorrectly. For examples, see pages 21 and 30.
- Application Exercises. These scaffolded exercises, tied to learning outcomes, challenge learners to reflect on assessment and to apply what they have learned to real classroom assessment work. For examples, see pages 21 and 30.
Additional text features and benefits include:
- Provides step-by-step guidance on how to accurately assess different types of learning targets. For a couple examples see the Assessing Knowledge Targets Accurately section, pages 86-93, and the summary chart on page 93.
- Presents assessment as a tool to facilitate student learning. See Communicating Learning Targets to Students section, pages 67-74; From the Classroom on pages 72, 74, and 288-289; and all of Chapter 10: Students Collecting and Reflecting on Evidence of Their Learning .
- Presents step-by-step guidance on how to develop assessments. For an example, see Creating a High-Quality Written Response Assessment on pages 151-171.
- Helps teachers to understand how and when to use different types of assessments. Some examples include the following text sections: Considerations When Using Selected Response Assessment section, page 113; Considerations When Using Written Response Assessment section, page 148; Considerations When Using Performance Assessment section, page 182; and Considerations When Assessing Via Personal Communication section, page 231.
- Provides concrete guidance on how to unpack complex content standards into lesson-level learning targets. See Deconstructing Complex Content Standards section on pages 63-67 and From the Classroom on page 67.
New to This Edition
MyEducationLab. The most visible change in the seventh edition (and one of the most significant) is the expansion of the digital learning and assessment resources embedded in the new MyEducationLab with Enhanced Pearson eText. Designed to bring learners more directly into the world of K-12 classrooms and to help them see the very real impact that educational assessment concepts and practices have on teaching and learning, MyEducationLab provides practice using educational assessment concepts and practices in teaching and learning situations. It also helps learners process educational assessment concepts more deeply and better understand how to use them as a teacher. Resources in the Chappuis/Stiggins MyEducationLab include:
- Video Examples. Throughout the eText, embedded videos provide illustrations of sound assessment practices in action. For examples, see pages 27 and 34.
- Self-Check Quizzes. Throughout the chapters, learners will find MyEducationLab and self-check quizzes. These quizzes help assess how well they have mastered chapter learning outcomes. The self-check quizzes consist of self-grading multiple choice items that provide rationales for answers, both for questions answered correctly and for questions ansered incorrectly. For examples, see pages 21 and 30.
- Application Exercises. These scaffolded exercises, tied to learning outcomes, challenge learners to reflect on assessment and to apply what they have learned to real classroom assessment work. For examples, see pages 21 and 30.
Key Text Content Changes:
- Expanded coverage on providing feedback. Some examples include the Feedback Conferences section on pages 327-330 and the Goal Setting Conferences section on pages 330-335.
- A new chapter on teaching students how to use assessment as a learning tool. See Chapter 10--Students Collecting and Reflecting on Evidence of Their Learning.
- Updated and expanded coverage of content standards and learning targets. See Content Standards Developed by National Organizations and Consortia on pages 45-67; Reasoning Targets on page 54; Performance Skill Targets on page 57; and Product Targets on page 58.
- Expanded coverage of how to design and audit performance tasks (pages 188-196) and rubrics (pages 196-217).
- A new chapter on how to track both formative and summative assessment. See Chapter 9--Record Keeping: It’s More Than Paperwork.
Table of Contents
Brief Table of Contents
Chapter 1 Classroom Assessment for Student Success
Chapter 2 Why We Assess
Chapter 3 What We Assess: Clear Learning Targets
Chapter 4 Designing Quality Classroom Assessments
Chapter 5 Selected Response Assessment
Chapter 6 Written Response Assessment
Chapter 7 Performance Assessment
Chapter 8 Personal Communication as Assessment
Chapter 9 Record Keeping: It’s More Than Paperwork
Chapter 10 Students Collecting and Reflecting on Evidence of Their Learning
Chapter 11 Report Card Grading: Summarizing Achievement at a Point in Time
Chapter 12 Effective Communication with Conferences
Appendix A Assessing Dispositions
Appendix B Understanding Standardized Tests
Detailed Table of Contents
Preface xv
Chapter 1 Classroom Assessment for Student Success 1
Chapter 1 Learning Targets 1
The Teacher’s Classroom Assessment Responsibilities 2
Gathering Accurate Information about Student Learning 4
Supporting Student Learning 5
Keys to Assessment Quality 5
Key 1: Start with a Clear Purpose 5
Key 2: Establish Clear and Appropriate Learning Targets 7
Key 3: Create High-Quality Assessments That Yield Dependable Information 7
Key 4: Communicate Results Effectively 8
An Overarching Principle: Student Involvement 8
A Classroom Example of Student-Involved Assessment 9
Understanding Motivation to Learn 10
Learning Orientation 11
Ego-Involved Orientation 12
Task-Completion Orientation 12
Goal Orientations and College and Career Readiness 12
Goal Orientations and the Connection to Assessment 14
Summary: The Importance of Sound Assessment 15
Suggested Activities 16
Chapter 2 Why We Assess 19
Chapter 2 Learning Targets 19
Formative and Summative Purposes for Assessment 20
High-Impact Formative Assessment Practices 21
How Formative and Summative Assessment Fits into a Balanced Assessment System 23
Balancing Formative and Summative Assessment in the Classroom 24
Balanced Assessment throughout the School System 25
Annual Testing 29
Assessment for Learning in the Classroom 30
Where Am I Going? 32
Where Am I Now? 32
How Can I Close the Gap? 33
The Seven Strategies as a Progression 34
Summary: Assessment for Many Purposes 37
Suggested Activities 38
Chapter 3 What We Assess: Clear Learning Targets 41
Chapter 3 Learning Targets 41
Defining Learning Targets 42
Terminology 44
Where Learning Targets Come From 45
Content Standards Developed by National Organizations and Consortia 45
Categories of Learning Targets 46
Knowledge-Level Targets 48
Reasoning-Level Targets 49
Performance Skill Targets 56
Product-Level Targets 56
Disposition Targets—the Affective Domain 58
Classifying Targets by Type 60
Deconstructing Complex Content Standards 63
Communicating Learning Targets to Students 67
1. Share the Target “As Is” 68
2. Convert the Terms in the Target to Student-Friendly Language 69
3. Share a Student-Friendly Version of a Rubric with Students 70
When to Share the Target and How to Check for Understanding 73
Summary: Clear Targets Are Essential for Sound Assessment 75
Suggested Activities 76
Chapter 4 Designing Quality Classroom Assessments 79
Chapter 4 Learning Targets 79
The Assessment Options 80
Selected Response Assessment 81
Written Response Assessment 81
Performance Assessment 82
Personal Communication 83
Selecting an Appropriate Assessment Method 83
Assessing Knowledge Targets Accurately 86
Assessing Reasoning Targets Accurately 88
Assessing Mastery of Performance Skills Accurately 91
Assessing Product Targets Accurately 92
The Assessment Development Cycle 93
The Assessment Planning Stage 95
The Assessment Development Stage 104
The Assessment Use and Refinement Stage 105
Formative Assessment Ideas for Use with Assessment Blueprints 105
Summary: A Vision of Excellence in Classroom Assessment 105
Suggested Activities 107
Chapter 5 Selected Response Assessment 111
Chapter 5 Learning Targets 111
The Myth of Objectivity 112
Considerations When Using Selected Response Assessment 113
Creating a High-Quality Selected Response Assessment 114
Step 1: Determining the Assessment Purpose 114
Step 2: Specifying the Intended Learning Targets 115
Step 3: Selecting the Appropriate Assessment Method(s) 115
Step 4: Determining the Appropriate Sample Size 117
Step 5: Develop or Select Items, Exercises, Tasks, and Scoring Procedures 118
Step 6: Review and Critique the Overall Assessment before Use 133
Steps 7 and 8: Use and Refine the Assessment 134
Using Selected Response Assessment Formatively with Students 135
Where Am I Going? 135
Where Am I Now? 136
How Can I Close the Gap? 138
Summary: Productive Selected Response Assessment 141
Suggested Activities 143
Chapter 6 Written Response Assessment 147
Chapter 6 Learning Targets 147
Considerations When Using Written Response Assessment 148
Written Response Assessment of Knowledge-Level Learning Targets 149
Written Response Assessment of Reasoning-Level Learning Targets 149
Assessing Student Writing as a Product 150
Limitations 150
Creating a High-Quality Written Response Assessment 150
Step 1: Determining the Assessment Purpose 151
Step 2: Specifying the Intended Learning Targets 151
Step 3: Selecting the Appropriate Assessment Method(s) 152
Step 4: Determining the Appropriate Sample Size 152
Step 5 Part I: Develop or Select the Items 153
Step 5 Part II: Develop or Select the Scoring Guide 158
Step 6: Review and Critique the Overall Assessment before Use 167
Steps 7 and 8: Use and Refine the Assessment 168
Using Written Response Assessment Formatively with Students 172
Where Am I Going? 172
Where Am I Now? 172
How Can I Close the Gap? 173
Summary: Tapping the Potential of Written Response Assessment 176
Suggested Activities 177
Chapter 7 Performance Assessment 181
Chapter 7 Learning Targets 181
Considerations When Using Performance Assessment 182
Performance Assessment of Knowledge-Level Targets 183
Performance Assessment of Reasoning-Level Targets 183
Performance Assessment of Performance Skill Targets 184
Performance Assessment of Product Targets 184
Limitations 184
Planning a High-Quality Performance Assessment 185
Step 1: Determining the Assessment Purpose 185
Step 2: Specifying the Intended Learning Targets 185
Step 3: Selecting the Appropriate Assessment Method(s) 186
Step 4: Determining the Appropriate Sample Size 186
Step 5 Part I: Develop or Select the Task 188
Step 6 Part I: Review and Critique the Task before Use 196
Step 5 Part II: Develop or Select the Scoring Rubric 196
Step 6 Part II: Review and Critique the Rubric before Use 213
Steps 7 and 8: Use and Refine the Assessment 217
Using Performance Assessment Formatively with Students 218
Where Am I Going? 218
Where Am I Now? 219
How Can I Close the Gap? 221
Summary: Thoughtful Development Yields High-Quality Performance Tasks and Rubrics 223
Suggested Activities 225
Chapter 8 Personal Communication as Assessment 229
Chapter 8 Learning Targets 229
Considerations When Assessing Via Personal Communication 231
Assessing Knowledge-Level Learning Targets with Personal Communication 231
Assessing Reasoning-Level Learning Targets with Personal Communication 231
Assessing Performance Skill Targets with Personal Communication 232
Assessing Product Targets with Personal Communication 232
Understanding the Quality Control Issues 233
Example of a More Challenging Fit 237
The Many Forms of Personal Communication as Assessment 238
Instructional Questions and Answers 238
Class Discussions 245
Conferences and Interviews 249
Oral Examinations 249
Journals and Logs 251
Summary: Person-to-Person Assessment 253
Suggested Activities 254
Chapter 9 Record Keeping: It’s More Than Paperwork 258
Chapter 9 Learning Targets 258
From Records to Useful Information 259
Guideline 1: Record Formative and Summative Assessment Information Separately 260
Guideline 2: Organize Entries in the Gradebook According to the Learning Target Represented 261
Standards-Based Grade Reports 264
Using Computer Programs for Grade Management 264
Level of Detail 264
Guideline 3: Keep Track of Work Habits and Social Skills Separately from Achievement Information 268
Extra Credit Work 269
Guideline 4: Record Information by Raw Score When Possible 270
Summary: Going for the Record 270
Suggested Activities 271
Chapter 10 Students Collecting and Reflecting on Evidence of Their Learning 274
Chapter 10 Learning Targets 274
Prerequisites to Successful Student Record Keeping 276
Recording Information from Assignments and Assessments 276
Writing in Learning Journals 278
Collecting Evidence in a Portfolio 281
Benefits of Portfolios 281
Misconceptions about Portfolios 281
Types of Portfolios 282
Work Sample Annotations 284
Involving Students in Selecting Portfolio Entries 285
Periodic Student Self-Reflection 287
Summary: Student-Involved Record Keeping and Reflection 289
Suggested Activities 291
Chapter 11 Report Card Grading: Summarizing Achievement at a Point in Time 294
Chapter 11 Learning Targets 294
What Is the Purpose of Grades? 295
Underlying Belief 1: The Purpose of Grades Is Also to
Sort and Select 296
Underlying Belief 2: The Purpose of Grades Is Also to Motivate 297
The Sole Purpose of Grades Is to Communicate 297
Communicate about What? 299
Aptitude as a Grading Factor 300
Effort as a Grading Factor 303
Compliance as a Grading Factor 306
Communicate about Achievement Only in the Academic Grade 308
Report on Other Factors Separately 309
A Word about Grading in a Cooperative Learning Context 309
Summarizing Assessment Information 309
Step 1: Use the Most Current Information 310
Step 2: Verify Accuracy of Evidence 311
Step 3: Convert Entries to a Common Scale 311
Step 4: Weight Information as Needed 311
Step 5: Combine Information Thoughtfully 312
Converting Rubric Scores to Grades 313
Average Ratings 313
Identifying a Pattern of Ratings 314
Combining Rubric Ratings with Other Assessment Information 316
Reporting the Final Grade 317
Keep the Link to Learning Targets 317
Inform Students in Advance of Your Grading Procedures 318
Summary: Communicating with Report Card Grades 319
Suggested Activities 320
Chapter 12 Effective Communication with Conferences 324
Chapter 12 Learning Targets 324
Conference Options 325
Feedback Conferences 327
The Purpose for a Feedback Conference 327
Materials Needed 328
The Protocol for a Feedback Conference 328
Goal-Setting Conferences 330
The Purpose for a Goal-Setting Conference 330
Materials Needed 332
The Protocol for a Goal-Setting Conference 333
Achievement Conferences 335
The Purpose of an Achievement Conference 335
The Protocol for an Achievement Conference 338
Follow-Up 339
Intervention Conferences 339
The Purpose of an Intervention Conference 340
Materials Needed for an Intervention Conference 340
The Protocol for an Intervention Conference 341
Summary: Conferences as Effective Communication 342
Suggested Activities 343
Appendix A Assessing Dispositions 346
Appendix B Understanding Standardized Tests 355
References 366
Credits 368
Index 369
Resources
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MyLab Education with Enhanced Pearson eText -- Instant Access -- for An Introduction to Student-Involved Assessment FOR Learning, 7th Edition
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Introduction to Student-Involved Assessment FOR Learning, An, 7th Edition
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Introduction to Student-Involved Assessment FOR Learning, An, 7th Edition
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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 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 twenty years Chappuis 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. Chappuis is author of Seven Strategies of Assessment for Learning, 2e (2015) and Learning Team Facilitator Handbook (2007). She is co-author of Classroom Assessment for Student Learning: Doing It Right-- Using it Well, 2e (2012), Creating and Recognizing Quality Rubrics (2006), and Understanding School Assessment- A Parent and Community Guide to Helping Students Learn (2002).
Rick Stiggins, B.S., M.A., Ph.D., 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. In 2009, the Institute joined the Pearson Education team to extend its professional development services around the world.
Dr. Stiggins received his bachelor's degree in psychology 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 director of the Centers for Classroom Assessment and Performance Assessment at the Northwest Regional Educational Laboratory, Portland, Oregon; and as a member of the faculty of Lewis and Clark College, Portland.
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