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FEATURED LITERATURE |
Inside the Black Box: Raising Standards Through Classroom Assessment This paper sets out to answer the following three questions:
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Seven Practices for Effective Learning Jay McTighe and Ken O'Connor Teachers in all content areas can use these seven assessment and grading practices to enhance learning and teaching. |
Using Student-Involved Classroom Assessment to Close Achievement Gaps Rick Stiggins and Jan Chappuis The authors argue that the failure of 60 years of total
reliance on assessment via standardized tests to help reduce
achievement score gaps must compel us to rethink the role of
assessment in this endeavor. They advocate rebalancing
assessment priorities to bring classroom assessment into the
equation. Evidence gathered over decades from around the
world reveals strong achievement gains and reduced |
What Does Research Say the Benefits of Formative Assessments Are? Research Brief from the National Council of Teachers of Mathematics Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning. |
When Students Track Their Progress Robert Marzano Published in Educational Leadership, December 2009, Volume 67, Number 4, Health and Learning, Pages 86-87 "The strategy of tracking student progress on specific learning goals has proven to show gains in achievement. This reveals that the gains are even higher when students track their own progress on assessments using graphic displays. Author Robert Marzano, a renowned meta analyst, examines 14 studies that show, on average, that the practice of having students track their own progress was associated with a 32 percentile-point gain in their achievement." Excerpt from ASCD SmartBrief For more strategies on helping students track their own progress see Student Assessment Literacy Project (SAL-P). |
Advancing Formative Assessment in Every Classroom Connie M. Moss and Susan M. Brookhart The authors discuss the concept of formative, why it is a powerful tool for every classroom, and why the instructional leader's role is important to the process. Published by ASCD, the chapters available online are as follows: Chapter 1: The Lay of the Land: Essential Elements of the Formative Assessment Process Chapter 2: Leveling the Playing Field: Sharing Learning Targets and Criteria for Success ASCD Talks With an Author: Listen to a chat with authors Connie M. Moss and Susan M Brookhart |
WEB SITE LINKS |
Assessment Reform Group http://www.assessment-reform-group.org/index.html The aim of the Assessment Reform Group (ARG) is to ensure that assessment policy and practice at all levels takes account of relevant research evidence. In pursuit of this aim the main targets for the Group's activity are policy-makers in government and its agencies. It also works closely with teachers, teacher organizations and local education authority staff to advance understanding of the roles, purposes and impacts of assessment. This site contains free downloadable publications. |