About the Authors
Part 1. Balanced Assessment Systems and Student Learning
Today’s Assessment Environment
Assessment and the New School Mission
Building Local Assessment Systems for Balance and Quality
Activity 1.1: Formative or Summative?
Learning Targets for Readers
Thinking About Assessment: Support Resources for Part 1
Activity 1.2: Embracing the Vision of a Standards-Based School
Activity 1.3: Discussing Key Assessment Concepts With Faculty
Part 2. Five Assessment Actions for Balance and Quality
Action 1: Balance Your Assessment System
Is Your Assessment System in Balance?
Strategies for Balancing Assessment Systems
Activity 2.1: Conducting an Assessment Audit
Action 2: Continue to Refine Achievement Standards
What Is the Current State of Your Achievement Standards?
Student- and Family-Friendly Learning Targets
Activity 2.2: Deconstructing Standards Into Classroom-Level Achievement Targets: Practice for School Leaders
Action 3: Ensure Assessment Quality
How Can You Ensure Assessment Quality?
Activity 2.3: Indicators of Sound Classroom Assessment Practice
Action 4: Build Effective Systems for Communicating Assessment Results
Action 5: Link Assessment to Student Motivation With Assessment for Learning Strategies
Assessment for Learning: Bringing Students Onboard
Activity 2.4: Assessment for Learning Self-Evaluation
Thinking About Assessment: Support Resources for Part 2
Activity 2.5: Local Assessment System Self-Evaluation
Part 3. Individual Leadership Actions for Balance and Quality
Individual Leadership Actions
Individual Leadership Action 1: Deepen your personal understanding of a sound and balanced assessment system and the conditions required to achieve it.
Activity 3.1: Merging Local and State Assessment Systems
Individual Leadership Action 2: Promote the necessity and use of clear academic achievement standards in every subject and grade level with aligned classroom-level learning targets and the understanding of their relationship to the development ....
Activity 3.2: Implementing the Written Curriculum
Individual Leadership Action 3: Promote and communicate standards of quality for student assessments, helping teachers learn to assess accurately, and work to ensure that these standards are met in all school/district assessments.
Activity 3.3: Verifying Teachers’ Content Knowledge and Assessment Competence
Individual Leadership Action 4: Deepen your knowledge of formative assessment practices that involve students and work with staff to integrate them into classroom instruction.
Activity 3.4: Communicating Learning Targets in Student-Friendly Language
Individual Leadership Action 5: Create the conditions necessary for the appropriate use and reporting of student achievement information, including report card grades.
Activity 3.5: A Rubric for Sound Grading Practice
Activity 3.6: When Grades Don’t Match the State Assessment Results
Individual Leadership Action 6: Form or participate in peer learning groups to practice observing and evaluating teacher classroom assessment competencies.
Activity 3.7: Should Teachers Be Held Accountable for Assessment Competence Through Evaluation?
Individual Leadership Action 7: Review and examine current school/district assessment-related policies for alignment to sound assessment practice, and encourage revision as needed.
Activity 3.8: Using School/District Policies to Support Quality Assessment
Thinking About Assessment: Support Resources for Part 3
Activity 3.9: Auditing for Balance in Classroom Curriculum and Assessment
Activity 3.10: Assessment Leadership Success Indicators
Activity 3.11: Action Planning for Assessment Balance and Quality