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Teaching Strategies That Create Assessment-Literate Learners
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Teaching Strategies That Create Assessment-Literate Learners

Foreword by Rick Stiggins



May 2018 | 248 pages | Corwin

Your go-to guide for using classroom assessment as a teaching and learning tool!

 

How can we bring students into the assessment process as full partners in ways that help them become owners of learning?

 

Becoming an assessment-literate learner means understanding where you are going as a learner, where you’re at now, and what you need to do to reach a learning goal. This book unpacks seven strategies of assessment for learning, along with the five keys of quality assessment, in a practical vision of quality assessment used to support and certify learning. With a focus on high-impact classroom practices, this book offers

·       Clear and relevant examples of assessment for learning strategies in specific subject matter contexts

·       Visual learning progressions for use in a self-assessment checklist and professional development

·       Additional material and examples on an author-created website

 

When we take a balanced approach to assessment and give students the tools and skills to support their own progress, students and teachers win. This book gives you the strategies and examples to make this possible.


“This is the book that practitioners have been waiting for: Assessment kept simple—its importance and how to do it, with plenty of support and templates to ensure success.”

—Ken Darvall, Principal

Tema International School

 

 

 


 
Foreword
 
Acknowledgments
 
List of Contributors
 
About the Authors
 
Chapter 1. Introduction to #assessmentliteracy
Assessment Literacy  
Classroom Assessment: A Brief History of the Impact of the Field  
Classroom Assessment: Today’s Dialogue About High-Impact Practices and Strategies  
The Era of Rapid Response: Our Concerns About the Commercialization of Formative Assessment  
Assessment Literacy: It’s About the Teachers and Their Leaders  
 
Chapter 2. Contextualizing Assessment Within Curricula and Instruction
WHY, WHAT, and HOW  
Backward Planning in a Proficiency-Based or Standards-Based Context  
Designing Forward and Backward  
Assessment Traps  
Need for Assessment-Literate Leaders  
What Is Effective School Leadership?  
Types of School Leadership  
Conclusion  
Chapter 2 Appendix: U.S. History Assessment Task and Rubric  
 
Chapter 3. The Convergence of Research and Practice: Seven Strategies of Assessment for Learning Meets High-Impact Strategies
Learning Progressions for High-Impact Assessment for Learning Strategies: From Surface to Deep Practice  
Conclusion  
 
Chapter 4. Clear Learning Targets: Clarity Is the Goal!
Clear Learning Targets: The Progression of Strategies for High Impact  
Curriculum Context for Clear Learning Targets  
A Primer on Cognitive Models: Identifying, Organizing, and Communicating Clear Learning Targets From Standards Documents  
Classroom Strategies to Influence Clear Learning Targets: From “As Is” Standards to “I Can . . . This Means” Statements  
Learning Progressions  
A More In-Depth Look at Clear Learning Targets Using Next Generation Science Standards as an Example  
Concept Maps and Deconstructing Standards  
Combining Clear Learning Targets Strategies  
Concerns About Creating Learning Progressions: Avoid the Traps  
Grading, Scores, and Learning Progressions  
Conclusion  
 
Chapter 5. Mapping, Visual Literacy, and Assessment for Learning
What Is Visual Literacy? Why Is It Important?  
High-Impact Visual Learning Strategies: Mind Mapping, Concept Mapping, and Visual Representations  
Primer: What Is a Mind Map?  
Primer: What Is a Concept Map?  
Mind Mapping in Practice  
Concept Maps in Action  
Using a Concept Map to Make Comparisons and to Understand Similarities and Differences of Concepts  
Graphic Organizers + Concept Maps + Sketches = Fluent Visual Literacy  
Conclusion  
 
Chapter 6. Putting Feedback Into Action
Giving and Receiving Feedback: Creating a Culture Receptive to Feedback  
Using Objects to Understand How One Prefers to Receive Feedback  
Educators Need and Deserve Formative Feedback, Too!  
Conclusion  
Chapter 6 Appendix: Earth-Sun-Moon System Pre-Self-Assessment and Teacher Feedback Case Study  
 
Chapter 7. Metacognition, Self-Assessment, Goal Setting, and Reflection: GPA Matters! (Goals, Plans, and Actions, That Is!)
Meet Our Friend Ed  
Fully Developed Rubrics  
The Next Steps Rubric: A Bridge Between Standards and Fully Developed Rubrics  
Clear Learning Targets  
Descriptive Feedback  
Self-Assessment and Goal Setting  
Working in Concert With Fully Developed Rubrics  
How and When to Use the Next Steps Rubric for Maximum Impact  
Linking Metacognition and Student Success  
The Anatomy of the Next Steps Rubric: Form, Function, and Flexibility  
Educators Benefit From the Next Steps Rubric, Too!  
Summary of the Next Steps Rubric  
Other Self-Assessment, Goal Setting, and Reflection Tools  
Conclusion  
 
Chapter 8. Diagnosing Student Learning Needs During the Learning Process
Using Questions to Diagnose and Improve Student Learning  
Why Use Questioning?  
What Does the Research Say About Questioning?  
What Can I Do to Improve My Questioning Skills, You Might Ask?  
Teaching Productive Discourse: Using Classroom Discussions Effectively to Diagnose Learner Needs  
Visual Thinking Strategy: Classroom Discussion Protocol  
Conclusion  
 
Chapter 9. The Whole Learner and Nothing But the Learner
A Key Standard of Quality: Assessment-Literate Learners  
So, What Else About the Learner?  
Deep Dive: What Is Grit?  
Metacognitive Learning Strategies—A Deep Dive  
Metacognitive Learning Strategies in Practice—From 21st Century Skills to Habits of Work and Learning  
Learner’s Attributes and What She or He May Be Thinking  
Mindset Celebrating Errors and Mistakes  
Self-Handicapping  
Deep Dive: Encounters With Learners  
Conclusion  
Chapter 9 Appendix: Metacognitive Strategies: Definitions, Effect Sizes, and Examples  
 
Chapter 10. High-Impact Professional Learning Principles and Communities of Practice: Let’s Get It Right!
Standards for Professional Learning  
Conclusion  
 
Chapter 11. Professional Learning Strategies and Tools for Creating Assessment-Literate Educators
Common Language and Vetted Resources  
Interactive and Immersive Learning Strategies  
Self-Assessment, Goal Setting, and Reflection Tools and Strategies  
Simplify Sources and Displays of Evidence (Quicker Prompts)  
Use of Modules: Bite-Sized Professional Development  
Grow Assessment-Literate Leaders Within and Outside of One’s District and/or Partnership: Creating a Partnership of Partnerships  
Finding the Sweet Spot: Embed Assessment Literacy Into Other Professional Development Initiatives: It Is the Plate!  
Conclusion  
 
Chapter 12. Assessing Student Growth and Teacher Effectiveness
Overview of Foundational Skills for Sound Assessment of Student Growth and Proficiency  
Assessing What Matters Most in Social Studies-Historical Thinking Example: A Case Study in Student Growth Models  
Conclusion  
Chapter 12 Appendix: Historical Thinking and Summarizing  
 
Chapter 13. The #assessmentliteracy Challenge
Take a Creative Deep Dive: Express-a-Book, Video, Podcast, or Article  
Following the Flow of Ideas and Finding Your Happy Place  
What Will Be Your Next Steps in Your Assessment Literacy Journey?  
Chapter 13 Appendix A: What Is Quality? High-Impact Teaching Strategies Meet Zen and the Art of Motorcycle Maintenance by Robert Pirsig (1974)  
Chapter 13 Appendix B: Art, Fear, and High-Impact Teaching and Learning Strategies  
 
References
 
Index

"This is not just another book on formative assessment. Authors Anita Stewart McCafferty and Jeff Beaudry have taken a fresh and lively approach to showing what it means to be assessment literate as a learner, whether teacher or student. They have incorporated metaphors and visual representations to illustrate how assessment for learning strategies connect to research findings on high-impact practices and promote student engagement, metacognition, and a growth mindset. Threaded throughout are practical and inspiring classroom applications. This book is a must-read for anyone desiring to put the student at the heart of the classroom."

Jan Chappuis, Educational Consultant and Author

“We know how important it is for our students to be college and career ready. As an elementary school teacher you might wonder, does this apply to what I’m doing? A big part of the answer is that our students need to be self-directed learners. With this book, you will not only understand what that really means, but also learn how to help your students accomplish this goal.”

Susan D’Angelo, K-5 Math Program Specialist
Sarasota County School District

“This is a book that practitioners have been waiting for: Assessment kept simple—its  importance and how to do it, with plenty of support templates to ensure success.”

Dr. Ken Darvall, Principal
Tema International School

"What do we need more than assessment-literate teachers? Assessment-literate students. This book provides practical strategies and examples to dramatically improve the assessment literacy of both students and teachers. Its effectiveness is enhanced by high-impact visuals and numerous ‘Practitioner Spotlights’ that show clearly how teachers are already doing this. ??In addition, the development of assessment literacy in teachers is improving but still severely lacking in many teacher preparation programs. This book provides what is lacking in those programs and takes it a step further by showing how to develop student assessment literacy in addition to teacher assessment literacy."

Ken O'Connor, Educational Consultant and Author
Assess for Success Consulting, Inc

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ISBN: 9781506382098
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