Assessment Resources @ MCCE
E 10.0201 M556
Critical Thinking and Formative Assessments: Increasing the Rigor in Your Classroom
Betsy Moore and Todd Stanley
LARCHMONT, NY, EYE ON EDUCATION, 2010.
BOOK — The authors show how to effectively instruct students to think on higher levels, and how to assess their progress. Topics include: The Difference Between Higher-Level and Lower-Level Thinking; Writing Higher-Level Thinking Questions; Assessing Critical Thinking Strategies to Develop Higher-Level Thinking Skills.
R 10.0000 M1691
Formative Assessment & Standards-based Grading
Robert J. Marzano
BLOOINGTON, IN, MARZANO RESEARCH LABORATORY, 2010.
BOOK — The author details the specific benefits of formative assessment--assessment that is used during instruction rather than at the end of a course or unit. He explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades, even if a school or district continues to use a traditional grading system. Detailed examples brings each concept to life, and exercises help reinforce the content.
R 13.1301 L153
Short Cycle Assessment: Improving Student Achievement Through Formative Assessment
Dr. Susan Lang, Todd Stanley, Betsy Moore
LARCHMONT, NY, EYE ON EDUCATION, 2008.
BOOK — This book shows how to improve student achievement with frequent feedback on their work. Provides a step-by-step process including how to: Write good questions that assess student learning; Design formative assessments; Administer short-cycle assessments; Analyze and use data to shape instruction; Prepare students for high-stakes tests.
R 13.1301 T777
Formative Assessment: Responding to Your Students
Harry Grover Tuttle
LARCHMONT, NY, EYE ON EDUCATION, 2008.
BOOK — This book shows how to use formative assessment to promote successful student learning. Topics include: Monitoring student learning through what they say, do, produce, and answer on tests; Recording observations; Diagnosing student response; Giving and using feedback; Reporting, grading, and celebrating student standards-based growth.
E10.0201P563
Transformative Assessment
W. James PophamALEXANDRIA, VA, ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT, 2008.BOOK — The author clarifies what formative assessment really is, why it’s right for your school or classroom, and how to use this approach to improve teaching, learning, classroom climate, teacher professional development, and school performance.
FCS 13.1301 B655
Formative Assessment Strategies for Every Classroom
Susan M. Brookhart
ALEXANDRIA, VA, ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT, 2006.
BOOK — This resource addresses the specific skills and strategies students need to learn in order to assess themselves in the classroom and how to teach those strategies in the context of subject area material. More than 50 tools to use with students in every grade level and subject are included. A series of Teacher Tools help create high-quality classroom assignments, use appropriate intervention strategies, and give students good feedback. Then a series of Student Tools help teach formative assessment strategies that students can use when an assignment is given, during direct instruction, during group or individual work, before a summative assessment (such as a major test), and after a summative assessment. Three-ring binder, 245 pages.
E DVD ROM 2
A Visit to . . . A Data-Driven School District
Association for Supervision and Curriculum Development
ALEXANDRIA, VA, ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT, 2006.
DVD ROM — This video takes the viewer to a data-driven school district to show how data gathering and analysis is a required step to achieve desired results. Show this video to school improvement and teacher teams to highlight the positive impact of data-driven school improvement, and introduce audiences to methods that ensure data gathering and analysis provide direction and lead to decisions that are more likely to produce higher student achievement. 35 minutes.
E CUR G62
Data Driven Differentiation in the Standards-based Classroom
Gayle H. Gregory
THOUSAND OAKS, CA, CORWIN PRESS, 2004.
BOOK — This guide offers educators the step-by-step strategies and planning tools they need to help all students learn what they must know and be able to do. Includes chapters covering: using data to create a positive classroom climate; using data to differentiate instruction for student learning styles and multiple intelligences; using data for pre-assessment, formative assessment, and final assessment; curriculum approaches for data driven instruction; adjustable assignments for differentiated learning; instructional strategies that increase student learning; data driven lesson planning for differentiated learning.
E 13.1303 S733
Classroom Assessment for Student Learning: Doing It Right -- Using It Well
Rick Stiggins, Judy Arter, Jan Chappuis, and Steve Chappuis.
PORTLAND, OR, EDUCATIONAL TESTING SERVICE, 2008.
BOOK — This combination text and workbook contains: practical examples of what assessment for learning looks like in everyday instruction; Helps educators increase knowledge and skill in student-involved classroom assessment; Hands-on practice for the classroom. Additional resources on a CD-ROM, and video segments on the accompanying DVD.
R 10.0000 M169
Designing & Teaching Learning Goals & Objectives
Rober J. Marzano
BLOOMINGTON, IN, MARZANO RESEARCH LABORATORY, 2009.
BOOK — Design and teach effective learning goals and objectives by following strategies based on the strongest research and theories available. This first book in the Classroom Strategies That Work library includes a short summary of the key research behind these classroom practices and shows how to implement them using step-by-step, hands-on strategies. Short quizzes help readers assess their understanding of the instructional best practices explained in each section.
E 13.1301 M344
Measurement and Teaching
Patrick W. Miller
MUNSTER, IN, PATRICK W. MILLER AND ASSOCIATES, 2008.
BOOK — This book presents guidelines, procedures, and practical examples that teachers can use to develop quality tests that accurately measure student achievement. Techniques are provided that can be used to plan, develop assemble, and administer classroom tests that correspond to learning outcomes.
FCS 13.1301 M169
Classroom Assessment & Grading That Work
Robert J. Marzano
ALEXANDRIA, VA, ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT, 2006.
BOOK — This book provides guidelines and steps for designing a comprehensive assessment program that ensures assessments and grades lead to timely, accurate feedback on specific, standards-based learning goals. Discover how classroom assessments--from quizzes and projects to term papers and tests--provide your school with the most powerful tool to boost achievement. Learn why point systems and score averaging are ineffective ways to grade students' progress. 189 pages.
E 10.0202 A672
Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance
Judith Arter and Jay McTighe
THOUSAND OAKS, CA, CORWIN PRESS, INC., 2001.
BOOK — This book provides practical steps for developing and using rubrics to assess student performance on challenging and necessary targets including writing, math problem solving, and reading. This book includes 15 of the author's favorite rubrics covering all grade levels and subject areas.
E DVD ROM 42
Designing Performance Assessments for Learning
Educational Testing Service
PORTLAND, OR, EDUCATIONAL TESTING SERVICE, 2006.
DVD ROM — This program teaches how to use performance assessments to increase student learning. It discusses the elements needed in performance tasks and rubrics to ensure accurate results and correct usage. 88 minutes.
E DVD ROM 43
Assessment for Student Motivation
Educational Testing Service
PORTLAND, OR, EDUCATIONAL TESTING SERVICE, 2007.
DVD ROM — This DVD helps educators understand why it is important to learn how to use student-involved classroom assessment for learning to keep students understanding the achievement targets and believing that success is within reach so that they will keep trying. 45 minutes. DVD with User's Guide on CD-ROM.
E DVD ROM 44
Grading & Reporting in Standards-Based Schools
Educational Testing Service
PORTLAND, OR, EDUCATIONAL TESTING SERVICE, 2007.
DVD ROM — This program provides educators and learning teams with an interactive professional development presentation that discusses why grades must serve a communication versus a motivation function, why focus on achievement is essential, why achievement must represent mastery of standards and how to report on other non-achievement student characteristics. Includes a copy of A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O'Connor. 75 minutes.
E DVD ROM 46
Assessing Reasoning in the Classroom
Educational Testing Service
PORTLAND, OR, EDUCATIONAL TESTING SERVICE, 2007.
DVD ROM — This DVD examines what it means for students to be proficient reasoners and effective problem solvers. Using illustrations and focused instruction, Rick Stiggins demonstrates a variety of practical activities that show patterns of reasoning that are definable, teachable, learnable and assessable. 69 minute DVD with User's Guide on CD-ROM.
E 13.1303 C156
Mindful Learning: 101 Proven Strategies for Student and Teacher Success, Second Edition
Linda Campbell, Bruce Campbell
THOUSAND OAKS, CA, CORWIN, 2009.
BOOK — This book provides 101 research-based instructional strategies that teachers can immediately implement in the classroom to meet heightened accountability mandates and improve student achievement. Each technique is compatible with brain-based teaching styles and has a proven track record with students of diverse ages, languages, abilities, and socioeconomic status. This revised edition features new strategies and graphics based on the latest research on improving learning, plus ready-to-use forms and checklists, updated resources, a greater emphasis on teaching students in special populations, and a reorganized structure. Readers will discover ways to: Use students' prior knowledge; Immerse students in active learning experiences and make content relevant; Differentiate instruction for diverse learners, including English language learners and struggling students; Provide gender-fair, equitable instruction.
E DVD ROM 48
21st Century Skills: Promoting Creativity and Innovation in the Classroom
Association for Supervision and Curriculum Development
ALEXANDRIA, VA, ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT, 2009.
DVD ROM — This video fieldtrip takes the viewer to classrooms to show real-world strategies for classroom curriculum and instruction. Teachers promote creativity by encouraging students to express themselves in multiple media and by engaging them in tasks that require open-ended problem solving and creative thinking. Teachers explain how they make collaboration a classroom norm and allow students to engage in authentic, real-world tasks and experiences. 15 minutes.
E 10.0000 H155
Integrating Science with Mathematics & Literacy, Second Edition
Elizabeth Hammerman and Diann Musial
THOUSAND OAKS, CA, CORWIN PRESS, 2008.
BOOK — This book contains more than 20 performance assessments that promote student engagement. Tasks correlate with current research and focuses on learning indicators linked to state and national standards. The assessments also model inquiry-based science in ways proven to increase student achievement, allowing learners to demonstrate their understanding of embedded concepts through exploration, inquiry, and application. Teachers can follow detailed guidelines to develop customized assessments or use the assessments already included to evaluate learners': Understanding of content and processes; Development of complex thinking skills; Aptitude for science; Ability to make real-world connections.