WI EDUCATOR EFFECTIVENESS TRAINING
Student/School Learning Objectives (SLOs)
Suggested Assessment Development Resources
Classroom Assessment in Action
Shermis, Mark D.; DiVesta, Francis J.
Rowman & Littlefield; 560pp. Dec 2011.
This book explains basic measurement concepts and shows students how to interpret the results of standardized tests. From these basic concepts, the authors then provide clear and ordered discussions of how assessment and instruction are integrated into a functional process to enhance student learning. Guidelines are set forth for constructing various common assessments. Procedures are laid out to evaluate and improve assessments once they are constructed. Ultimately, the authors shed light on the myriad of factors that impact test score interpretation.
Developing Performance-based Assessments: Grades 6-12
Gallavan, Nancy P.
Corwin Press 227 pp. 2009.
This book guides educators through an assessment process that is fully integrated with the daily curriculum and designed to significantly improve student performance. "Contains valuable and timely information for pre-service teacherson how to develop appropriate, authentic, and worthwhile assessments," Deborah S. Yost, Professor of Education.
Short Cycle Assessment: Improving Student Achievement through Formative Assessment
Lang, Susan; Stanley, Todd; Moore, Betsy
Eye on Education; 225pp. 2008.
This book demonstrates how to improve student achievement by providing studentswith frequent feedback on their work. It provides a step-by-step process to help educators, including: write good questions that assess student learning, design your own formative assessments, administer short-cycle assessments, and analyze and use data to shape instruction. It also includes activities and forms that walk through the process step by step.
Designing Assessment for Mathematics
Depka, Eileen
Corwin Press; 232pp. Dec 2007.
This book provides strategies for deepening students' understanding of math concepts, involving students in standards-based rubric development, and using rubric data to improve instruction.
How to Assess Higher-Order Thinking Skills in Your Classroom
Brookhart, Susan M.
ASCD; 176pp. Dec 2010.
This is a guide to assessment that can help teachers determine if students are actually displaying the kind of complex thinking that current content standards emphasize. Brookhart begins by laying out principles for assessment in general and for assessment of higher-order thinking in particular. She then describes aspects of higher-order thinking according to established categories, giving specific guidance on how to assess students in a variety of areas including judgment and creative thinking. Examples drawn from the National Assessment of Educational Progress and from actual classroom teachers include multiple-choice items, constructed-response (essay) items, and performance assessment tasks. Readers will learn how to use formative assessment to improve student work and then use summative assessment for grading or scoring.
Mathematics Assessment Sampler 3-5
National Council of Teachers of Mathematics; 231pp. Dec 2005.
This book provides sample assessment items for testing students’ abilities in number and operations, algebra, geometry, measurement, and data analysis and probability. The authors present various rubrics that teachers might use to score extended-response questions.
Great Performances: Creating Classroom-Based Assessment Tasks: Second Edition
Shoemaker, Betty; Lewin, Larry
ASCD; 220pp. 2011.
The authors share what they've learned about developing and assessing powerful performance tasks ranging from short and specific to lengthy and substantive. This book contains a variety of examples and scoring mechanisms, options for converting performance task scores into required letter grades for reporting to parents, and a specific chapter on reading assessment to help teachers navigate their way through Response to Intervention.
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