Ainsworth, Larry.
Thousand Oaks, CA : Corwin Press, c2006.
Added to CLICnet on 06/05/2014
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Notes:
- Includes bibliographical references (p. 151-158) and index.
- Foreword / Douglas B. Reeves — Preface — Acknowledgments — About the authors — Introduction — 1. The big picture : how powerful practices connect — The parts of the whole — The circle graphic — Begin with power standards — Begin with data — Begin with unwrapping the standards — The standards-assessment alignment diagram — Predictive value — A vision of compete alignment — 2. Formative and summative assessments — The purposes of assessment — Formative and summative assessments defined — Changing the traditional instruction-assessment cycle — Assessment of learning — Assessment for learning — Is this assessment formative or summative? — Aligning formative and summative assessments — Teaching to the test? — 3. Aligning common formative assessments to standards — Why power standards? — Statistical rationale for identifying power standards — Coverage vs. depth — Prioritization, not elimination — Which to power : standards, benchmarks, or indicators — Special educators, second language educators, and special area educators — Interdisciplinary power standards — Aligning power standards, common formative assessments, and common summative assessments — Aligning instruction and assessment to power standards — Collaborative common assessment planning — Frequency of common power standards assessments.
- 4. Connecting unwrapped standards to common formative assessments — Step 1 : Unwrap the power standards — Step 2 : Create a graphic organizer — Step 3 : Determine the big ideas — Step 4 : Write essential questions — From unwrapped standards : foundation for instructional design — Classroom performance assessments — From classroom performance assessments to common formative post-assessments — 5. Assessment literacy — The need for assessment literacy — A variety of assessment types — Major types of assessment — major types of assessment defined — Applying assessment literacy to individual classroom assessment — Applying assessment literacy to common formative assessment — Fairness, reliability, and validity — Changing conventional assessment practice — 6. Developing and refining common formative assessments — Getting started — Focusing on process, not results — Improving the quality of common formative assessments — Deliberate delay of professional development — Write first, refine later — Assessment design cycle — Creating a safe and supportive environment — Aligning common formative assessments to power standards — Activity 1 : Check for alignment and frequency — Activity 2 : Identify assessment types — Activity 3 : Evaluate assessments by established criteria — Activity 4 : Develop an action plan for improvements — The role of administrators.
- 7. Collaborative scoring of common formative assessments — Creating a culture of collaboration — Professional learning communities — Option 1 : External scoring — Option 2 : Independent scoring — Option 3 : Collaborative scoring — Preparing to score constructed-response assessments — Designing a collaborative scoring guide — Teacher-designed, student-revised scoring guides — Peer- and self-assessment by students — Steps in the collaborative scoring process — Implications for grading — Collective wisdom — Ready for the data team process — 8. Collaborative analysis of common formative assessment results — Data rich, information poor — Benefits of systematic data analysis — Background of data-driven decision-making model — Data team process overview — Step 1 : Charting the data — Step 2 : Analyzing strengths and challenges — Step 3 : Setting team goal — Step 4 : Selecting instructional strategies — Step 5 : Determining the results indicators — Implications for intervention and acceleration — The action plan — The post-assessment data team meeting — Meeting, not meeting goals — Teacher reflections.
- 9. Schoolwide and districtwide implementation of common formative assessments — Creating the conditions — Whole to part understanding — High expectations with accompanying support — High support strategies — Sustained professional development — Holding to intention in spite of hurdles — – Challenges to finding time — Key strategies for creating time — Collaborative leadership — Leaders must foster trust — Do it right the first time — Implementation framework for planning — 10. Guidelines for systemwide sustainability — Establishing a culture of improvement — Self-reflection questions for leaders — Sage advice — Sustained focus — Choose your moment — Relationships — Sustainability — Structures for sustainability — Influencing the external culture — Associating with the best — PreK-18 collaboration — Conclusion — Resource : A framework for implementing powerful practices — Bibliography — Index.
Subjects:
Requested by Simmons, J