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Classroom Assessment for Student Learning: Doing It Right - Using It Well (2nd Edition) (Assessment Training Institute, Inc.) Paperback – October 16, 2011

ISBN-13: 978-0132685887 ISBN-10: 0132685884 Edition: 2nd

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Editorial Reviews

From the Back Cover

 

Classroom Assessment for Student Learning: Doing It Right, Using It Well, Second Edition

Jan Chappuis, Richard Stiggins, Stephen Chappuis, and Judith Arter

 

 

The core resource in the Pearson Assessment Training Institute (ATI) professional development program in assessment for learning is grounded in the latest research that shows student motivation and learning can improve through the use of student-involved classroom assessment. The second edition of Classroom Assessment for Student Learning (CASL) continues to build on the success of the first edition and presents educators with even more real-world examples from classroom teachers on what assessment for learning looks like in today’s classrooms and within today's state standards. The newly designed layout presents educators with two central concepts: how to create accurate classroom assessments of all types and how to integrate assessment with instruction day to day, with a focus on student involvement. Appropriate for use by individuals and collaborative learning teams, CASL helps teachers and school leaders to plan, lead, and manage classroom assessment.

 

The new companion CD-ROM provides all the necessary learning team resources, including suggestions for forming and facilitating learning teams, suggestions for pacing the learning, and chapter-by-chapter forms and materials for completing the activities.

 

 

What's New to This Edition?

  • Features real teaching scenarios showing how instruction changed due to CASL principles
  • Shows how to track both formative and summative assessment
  • Outlines instructions for developing each type of assessment along with easy-to-use instruments for evaluating assessment quality
  • Provides step-by-step process for avoiding typical grading-related problems 
  • Uses Common Core State Standards (CCSS) as the basis for the chapter content examples
  • Provides guidance on how to deconstruct the CCSS into manageable classroom learning targets
  • Each chapter now includes:
    • Tips for giving effective feedback and preparing students to self-assess accurately
    • Grade level examples of key concepts and activities
    • FAQs, strategies for identifying & avoiding common misconceptions and typical problems
  • CD-ROM replaces the previous Learning Team Handbook and now includes ALL the learning team resources

 

Jan Chappuis has been an elementary and secondary teacher as well as a curriculum developer in English/language arts, mathematics, social studies, and world languages. For the past 20 years, she has written books and developed workshops focused on classroom assessment literacy, presenting both nationally and internationally. 

 

Richard Stiggins founded the Pearson Assessment Training Institute (ATI) in 1992 to provide much-needed professional development in assessment for teachers and school leaders. Rick is the author of numerous books, articles and papers on assessment practices in the classroom and its impact on students and student success.

 

Stephen Chappuis brings a strong background in educational administration to Pearson ATI. As a former assistant superintendent for curriculum and instruction, he implemented a standards-based instructional program that included comprehensive assessment plans with policies and professional development in classroom assessment. 

 

Judtih Arter is a nationally recognized expert in performance assessment, whose background includes statewide writing assessments, development of large-scale and classroom-based assessments for competency assessment and development of district performance assessments.

 

About the Author

Jan Chappuis has been an elementary and secondary teacher as well as a curriculum developer in English/language arts, mathematics, social studies, and world languages. For the past 20 years, she has written books and developed workshops focused on classroom assessment literacy, presenting both nationally and internationally. She is recognized as a national thought leader in the area of formative assessment for her work in translating research into practical classroom applications. She currently works with Rick Stiggins at Pearson Assessment Training Institute in Portland, Oregon. Chappuis is author of Seven Strategies of Assessment for Learning (2009), Learning Team Facilitator Handbook (2007), and co-author of Creating and Recognizing Quality Rubrics (2006), Classroom Assessment for Student Learning: Doing It Right–Using It Well (2006), and Understanding School Assessment–A Parent and Community Guide to Helping Students Learn (2002).

 

Stephen Chappuis brings a strong background in educational administration to Pearson ATI. His leadership experiences include serving as a junior high principal, a senior high principal and executive director responsible for supervision of schools and principals. As an assistant superintendent for curriculum and instruction, he implemented a standards-based instructional program that included comprehensive assessment plans with policies and professional development in classroom assessment. At Pearson ATI, Stephen works with educators to help establish balanced and effective local assessment systems. He is also responsible for our leadership for excellence in assessment program - professional development for school leaders and policy makers, and is the co-author of Assessment Balance and Quality: An Action Guide for School Leaders, 3/e.

 

Richard Stiggins founded the Pearson Assessment Training Institute (ATI) in 1992 to provide much-needed professional development in assessment for teachers and school leaders. Pearson ATI can help assessment users at all levels learn how to (a) create high-quality assessments, and (b) use them in the service of student success. The most unique feature of the ATI philosophy remains our advocacy of and professional development in "assessment for learning"; that is, the use of student-involved classroom assessment, record keeping and communication to promote success for all students. The Pearson ATI programs, materials and services in classroom assessment for student learning are specifically designed to draw teachers and administrators into local learning teams to master principles of balanced assessment and assessment for learning. Richard is the author of numerous books, articles and papers on assessment practices in the classroom and its impact on students and student success.
 
Judtih Arter is a nationally recognized expert in performance assessment, whose background includes statewide writing assessments, development of large-scale and classroom-based assessments for competency assessment and development of district performance assessments. Prior to joining Pearson ATI, Judith directed Northwest Regional Educational Laboratory's (NWREL) assessment unit. She has written extensively on performance assessment and rubrics, and is the co-author of Creating & Recognizing Quality Rubrics.
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Product Details

  • Series: Assessment Training Institute, Inc.
  • Paperback: 432 pages
  • Publisher: Pearson; 2 edition (October 16, 2011)
  • Language: English
  • ISBN-10: 0132685884
  • ISBN-13: 978-0132685887
  • Product Dimensions: 8.5 x 0.7 x 10.7 inches
  • Shipping Weight: 1.8 pounds (View shipping rates and policies)
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (19 customer reviews)
  • Amazon Best Sellers Rank: #29,176 in Books (See Top 100 in Books)

Customer Reviews

4.0 out of 5 stars

Most Helpful Customer Reviews

Format: Paperback
This book has practical applications for getting students involved with their own learning. Formative assessment, when used also to engage students in evaluating their own work, helps them understand why they're there - in school.

The better the students understand how they're being assessed before they've even performed when possible, the more teachers can be learning coaches. This improves student-teacher relationships. Also, one of the potentially easy things to forget that was covered repeatedly in the book was the use of positive feedback. Positive feedback lets the students know the strengths in their work.

The ultimate goal of the strategies covered is to develop students to take responsibility for their own learning. That sounds simple but upon reading the book I realized that few of us even as adults are the best role models for reflecting back on our learning growth over time. We don't normally take time to reflect, which is the seventh strategy in this system.

Classroom teachers will have to see how well the system works in practice. In my view the big constraint on teachers using the system effectively will be the scarcity of time and limits on time spent with students. To make the program effective, I advocate that assistants should be provided in the classroom to work alongside the teachers and lighten their administrative burdens.
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1 of 1 people found the following review helpful By JDAVERS on March 17, 2014
Format: Paperback Verified Purchase
My university had writtten a syllabus based of the first edition of CASL: Doing it right doing it well, without actually realizing the major differences between the two. Accompanying CD files are completely different as is the structure, and this version does not include the informative(but dated video quality) DVD for supplemental materials. Even still, this version is more compact and has great applications. It was a shame that my MA cohort ran through this class in 8 weeks. This continues to be a helpful text and resource for formative assessment FOR learning...not OF learning.
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2 of 3 people found the following review helpful By Sarah Speeker on July 12, 2013
Format: Kindle Edition Verified Purchase
This is the second textbook I purchased for kindle, and I am very disappointed! While it looks more like a traditional book and navigates well in terms of the menu, I find it supremely unhelpful that text-to -speech is not enabled nor are any other settings. I think it is a travesty that a book meant for educators striving to make learning accessible is not itself published in an accessible format. This is a poor decision on the part of the publishers, and I certainly will not purchase from them again.
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Format: Paperback Verified Purchase
While this book is about assessment, it is really about high quality instruction that facilitates productive communication between teachers and students. It is a must have!
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By Target fan on February 22, 2014
Format: Paperback Verified Purchase
I needed this for my graduate class, and I loved that the book contained example after example of each topic discussed.
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By Cosette Tiguila on August 11, 2014
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It is informative of how to best arrange your classroom and properly retrieve analytic assessments of your students.
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By jason on March 2, 2014
Format: Paperback Verified Purchase
will be using in my class, and am finding it very helpful in some places were I was struggling, thanks
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By Ana S. Costa on December 27, 2014
Format: Paperback Verified Purchase
This is a great tool for teachers learning the best way to assess students.
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Classroom Assessment for Student Learning: Doing It Right - Using It Well (2nd Edition) (Assessment Training Institute, Inc.)
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