Common Formative Assessments : How to Connect Standards-Based Instruction and Assessment,9781412915786

Common Formative Assessments : How to Connect Standards-Based Instruction and Assessment

by
ISBN13: 9781412915786
ISBN10: 1412915783
Format: Paperback
Pub. Date: 2006-04-20
Publisher(s): Corwin Pr
List Price: $35.95

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Summary

Learn how teachers can collaboratively develop, test, and refine common formative assessments and gain critical insights to meet students' individual learning needs.

Table of Contents

Foreword ix
Douglas B. Reeves
Preface xiii
Acknowledgments xv
About the Authors xvii
Introduction 1(10)
The Big Picture: How Powerful Practices Connect
11(10)
The Parts of the Whole
11(2)
The Circle Graphic
13(3)
Begin With Power Standards
13(2)
Begin With Data
15(1)
Begin With ``Unwrapping'' the Standards
16(1)
The Standards-Assessment Alignment Diagram
16(3)
Predictive Value
19(1)
A Vision of Complete Alignment
20(1)
Formative and Summative Assessments
21(10)
The Purposes of Assessment
21(2)
Formative and Summative Assessments Defined
23(1)
Changing the Traditional Instruction-Assessment Cycle
24(1)
Assessment of Learning
25(1)
Assessment for Learning
26(1)
Is This Assessment Formative or Summative?
27(1)
Aligning Formative and Summative Assessments
28(1)
Teaching to the Test?
29(2)
Aligning Common Formative Assessments to Standards
31(10)
Why Power Standards?
31(1)
Statistical Rationale for Identifying Power Standards
32(1)
Coverage vs. Depth
33(1)
Prioritization, Not Elimination
34(1)
Which to ``Power'': Standards, Benchmarks, or Indicators
34(1)
Special Educators, Second Language Educators, and Special Area Educators
35(1)
Interdisciplinary Power Standards
36(1)
Aligning Power Standards, Common Formative Assessments, and Common Summative Assessments
36(2)
Aligning Instruction and Assessment to Power Standards
38(1)
Collaborative Common Assessment Planning
38(1)
Frequency of Common Power Standards Assessments
39(2)
Connecting ``Unwrapped'' Standards to Common Formative Assessments
41(12)
Step 1: ``Unwrap'' the Power Standards
42(1)
Step 2: Create a Graphic Organizer
43(3)
Step 3: Determine the Big Ideas
46(1)
Step 4: Write Essential Questions
47(2)
From ``Unwrapped'' Standards to Common Formative Assessments
49(1)
``Unwrapped'' Standards: Foundation for Instructional Design
50(1)
Classroom Performance Assessments
50(1)
From Classroom Performance Assessments to Common Formative Post-Assessments
51(2)
Assessment Literacy
53(10)
The Need for Assessment Literacy
53(1)
A Variety of Assessment Types
54(4)
Major Types of Assessment
55(1)
Major Types of Assessment Defined
55(3)
Applying Assessment Literacy to Individual Classroom Assessment
58(2)
A Classroom Example: Planning Two Assessments
59(1)
Applying Assessment Literacy to Common Formative Assessment
60(3)
Fairness, Reliability, and Validity
61(1)
Changing Conventional Assessment Practice
61(2)
Developing and Refining Common Formative Assessments
63(14)
Getting Started
64(6)
Focusing on Process, Not Results
65(1)
Improving the Quality of Common Formative Assessments
66(1)
Deliberate Delay of Professional Development
66(1)
Write First, Refine Later
67(1)
Assessment Design Cycle
68(1)
Creating a Safe and Supportive Environment
69(1)
Aligning Common Formative Assessments to Power Standards
69(1)
Activity 1: Check for Alignment and Frequency
70(2)
Activity 2: Identify Assessment Types
72(1)
Activity 3: Evaluate Assessments by Established Criteria
73(1)
Activity 4: Develop an Action Plan for Improvements
74(1)
The Role of Administrators
75(2)
Collaborative Scoring of Common Formative Assessments
77(16)
Creating a Culture of Collaboration
77(2)
Professional Learning Communities
79(3)
Option 1: External Scoring
80(1)
Option 2: Independent Scoring
81(1)
Option 3: Collaborative Scoring
82(1)
Preparing to Score Constructed-Response Assessments
82(4)
Designing a Collaborative Scoring Guide
83(1)
Teacher-Designed, Student-Revised Scoring Guides
84(1)
Peer- and Self-Assessment by Students
85(1)
Steps in the Collaborative Scoring Process
86(2)
Implications for Grading
88(2)
Collective Wisdom
90(1)
Ready for the Data Team Process
90(3)
Collaborative Analysis of Common Formative Assessment Results
93(16)
Data Rich, Information Poor
93(1)
Benefits of Systematic Data Analysis
94(1)
Background of Data-Driven Decision-Making Model
95(1)
Data Team Process Overview
95(9)
Step 1: Charting the Data
97(2)
Step 2: Analyzing Strengths and Challenges
99(2)
Step 3: Setting Team Goal
101(1)
Step 4: Selecting Instructional Strategies
102(1)
Step 5: Determining the Results Indicators
103(1)
Implications for Intervention and Acceleration
104(1)
The Action Plan
105(1)
The Post-Assessment Data Team Meeting
106(1)
Meeting, Not Meeting Goals
107(1)
Teacher Reflections
108(1)
School wide and Districtwide Implementation of Common Formative Assessments
109(14)
Creating the Conditions
109(6)
``Whole to Part'' Understanding
110(1)
High Expectations With Accompanying Support
111(1)
High Support Strategies
112(1)
Sustained Professional Development
113(1)
Holding to Intention in Spite of Hurdles
114(1)
Challenges to Finding Time
115(2)
Key Strategies for Creating Time
116(1)
Collaborative Leadership
117(2)
Leaders Must Foster Trust
118(1)
Do It Right the First Time
119(1)
Progress at an Acceptable Pace
120(1)
Implementation Framework for Planning
120(3)
Guidelines for Systemwide Sustainability
123(14)
Establishing a Culture of Improvement
123(1)
Self-Reflection Questions for Leaders
124(3)
Sage Advice
127(1)
Sustained Focus
127(1)
Choose Your Moment
127(1)
Relationships
128(1)
Sustainability
129(3)
Structures for Sustainability
131(1)
Influencing the External Culture
132(3)
Associating With the Best
132(2)
PreK--18 Collaboration
134(1)
Conclusion
135(2)
Resource: A Framework for Implementing Powerful Practices 137(14)
Bibliography 151(8)
Index 159

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