Balanced Assessment Systems

Introduction 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 Inside the System Levels of Assessment Use Classroom Assessment Interim/Benchmark Assessment Annual Assessment Activity 1.1: Formative or Summative? The Benefits of Balance 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. Grading and Reporting 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 References Index