Seven Strategies of Assessment for Learning

Description

The Second Edition of this book remains grounded in the original research on which it was based, but includes a number of changes that feature more recent research, extend examples of the strategies, and make the text easier to use for collaborative learning.

• NEW! Additional, more recent research helps teachers better understand goal orientations, what makes an effective goal, how to diagnose student learning needs, the role of practice in improving learning, and more.
  • NEW! Added research examining goal orientations, their likely impact on student motivation, and their contribution to the establishment of a learning culture in the classroom helps readers understand the links between assessment and motivation, as well as Danielson’s framework for teaching domain “Culture for Learning” (Ch. 1).
  • NEW! Expanded research-based explanations of what makes an effective goal and what conditions need to be in place for students to commit to goals helps readers better prepare students to set goals that will lead to improved learning (Ch. 4).
  • NEW! Robust treatment of John Hattie’s research-based explanation about the importance of the “feedback loop” helps readers understand the need to plan for instructional interventions prior to assessing for a grade (Ch. 5).
  • NEW! In-depth explanations of how to diagnose student learning needs based on research on instructional traction of assessment items and tasks helps readers identify types of learning needs and plan appropriate instructional interventions for each student (Ch. 5).
  • NEW! Explanation of the role of practice in improving learning and characteristics of effective practice activities helps readers audit their own practice assignments against a set of research-based standards (Ch. 6).
• NEW! Extended examples of the strategies make the ideas and concepts come to life for teachers.
  • NEW! From the Classroom anecdotes feature teachers describing assessment strategies they use, the impact of these strategies on learning, and their students’ reactions to help readers better understand what happens to student behaviors, attitudes, and achievement as a result of changes in assessment practices.
  • NEW! Updated context and examples address current misconceptions about what formative assessment is and what makes it most effective (Ch. 1).
  • NEW! A new FAQ feature embedded throughout the text addresses misconceptions that practicing teachers commonly hold related to specific aspects of the assessment strategies discussed by calling out the misunderstanding and correcting it.
  • NEW! Expanded treatment of formative assessment problems related to grading issues helps reader rethink their grading practices within the framework of a set of conditions related to improving learning (Ch. 1).
  • Forty-three video clips of elementary, middle, and high school teachers using the strategies with students include classroom footage as well as interviews with teachers, students, administrators, and a parent to help readers see the teaching and assessment strategies in action and learn what practitioners say works and what doesn’t—while also gaining students’ perspectives on effective teaching and assessment practices.
  • NEW! Expanded treatment of what makes a rubric suited for formative use helps readers learn to engage informative assessment practices using rubrics (Ch. 2).
• NEW! Improved features make the text easier to use for collaborative learning, among them:
  • NEW! Learning targets at the beginning of each chapter and activities aligned to those targets at the end of each chapter help readers implement the strategies. They can be completed independently, as a part of a collaborative study team, or as a part of a university course.
  • NEW! Editable forms on the DVD for use with the end-of-chapter activities help readers immediately create applications of the strategies to use in their classrooms.
  • NEW! Guidance on setting up and conducting collaborative learning with the text in the context of partner learning, learning teams, in-service classes, and university classes offers step-by-step instructions for planning for and facilitating study of each chapter. Also covered are the materials needed to facilitate learning.

• Chapter 1: Assessment in Support of Learning
• Chapter 2: Where Am I Going? Clear Learning Targets
• Chapter 3: Where Am I Now? Effective Feedback
• Chapter 4: Where Am I Now? Self-Assessment and Goal Setting
• Chapter 5: How Can I Close the Gap? Diagnosing Needs for Focused Instruction
• Chapter 6: How Can I Close the Gap? Focused Practice and Revision
• Chapter 7: Tracking, Reflecting On, and Sharing Learning

In this powerful book, author Jan Chappuis presents and examines seven strategies structured around three essential questions—Where am I going? Where am I now? and How can I close the gap?—to give teachers quality, research-based recommendations about assessment practices for improving student achievement. Sequenced to help teachers easily weave formative assessment practices into daily teaching and assessment activities at all levels, the book begins by introducing the strategies and the research base for formative assessment practices. The remaining chapters explain each strategy in detail, provide a research-based rationale for using the strategy, describe how the strategy can be applied in contexts ranging from kindergarten through high school in a range of subject areas, and offer instructions for carrying out core procedures and suggestions for adaptations.

Features new to this edition include the addition of:

• Research information about the links between assessment and student motivation;
• A stronger focus on the diagnostic power of assessment items and tasks;
• Explanation of the characteristics of effective practice assignments;
• Examples to address current misconceptions about formative assessment practices;
• Anecdotes from practicing teachers explaining how they use a strategy and its impact on learning;
• Expanded treatment of the relationship between formative assessment and grading;
• End-of-chapter activities designed to assist with understanding the content and applying it to any classroom context;
• Editable documents for use with the chapter activities (on the accompanying DVD);
• A complete guide to structuring the study of the book for independent study, for collaborative team study, or for study in a university-level course (on the accompanying DVD); and
• Forty-three video clips of elementary, middle, and high school teachers and students, including both classroom footage of the strategies in action and interviews with teachers, students, administrators, and a parent about the impact of the strategies on student motivation and achievement (on the accompanying DVD, with short explanations of the content of each video embedded in the appropriate chapter).

This book presents seven strategies structured around three essential questions–Where am I going? Where am I now? and How can I close the gap?–to give teachers quality, research-based recommendations about assessment practices for improving student achievement. The book is sequenced to help teachers easily weave formative assessment practices into daily teaching and assessment activities at all levels.

The first chapter introduces the strategies and the research base for formative assessment practices. The remaining chapters explain each strategy in detail, provide a research-based rationale for using the strategy, describe how the strategy can be applied in contexts ranging from kindergarten through high school in a range of subject areas, and offer instructions for carrying out core procedures and suggestions for adaptations. The seven strategies synthesise the best thinking in the field about high-impact formative assessment practices and provide a practical classroom framework for using assessment to grow learning.

Jan Chappuis

Educator and 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 25 years, she has written books and developed workshops focused on classroom assessment literacy. A nationally recognized expert and thought leader in the area of formative assessment, Jan has presented both nationally and internationally and is best known for her ability to translate research recommendations into practical classroom applications. After working with Rick Stiggins, Steve Chappuis, and Judy Arter at the Assessment Training Institute in Portland, Oregon for twelve years, Chappuis is currently an educational writer and independent consultant specializing in classroom assessment practices that support learning.

• Seven strategies representing a coherent plan for implementing formative assessment practices in the classroom offer guidance on when to use which practice (introduced in Ch. 1).
• Chapter summaries of the research pertinent to the strategy addressed in that chapter help teachers link the practices directly to evidence of their efficacy.
• The necessity for clear learning targets and the “how to” for making them clear to students i s presented in Chapter 2, with practical examples at all levels for all types of targets. Readers get important foundational work for preparing students to act on feedback, to self assess, ad to ensure the goals they set will lead to action that improves learning (Ch. 2).
• Principles of assessment literacy embedded throughout the book–plus references for further information about creating quality assessments–help readers see the assessment practices in context of the whole classroom assessment environment.
• “For Example” features embedded in each chapter cover a range of subject areas and grade levels, from K through high school and show how each concept is applied in the classroom.
• Margin cautions remind readers of things to be wary of, including typical problems to avoid and what to be sure to do.
• Two Research Snapshots summarize key studies of formative assessment practices and coverthe researchers’ hypothesis, who was involved, what they did, and what the researchers found.
• An explanation of each strategy in the context of selected response assessment, written response assessment, and performance assessment lets readers use the strategies with all of their intended learning targets and helps readers think more broadly about the instructional power of all assessment methods.
• Activities accompanying each chapter model the seven strategies and include opportunities for readers to receive feedback on their own work with the strategies; self assess their work; and track, reflect on, and share their learning progress and applications of the strategies.
• End-of-chapter activities focus readers’ attention on changes in students’ attitudes, behaviors, and achievement, moving the focus from solely what the teacher does to a focus on what happens in students as a result.

In Seven Strategies of Assessment Learning, author Jan Chappuis gives K to 12 classroom teachers an incisive look at seven practical strategies structured around three essential questions—Where am I going? Where am I now? and How can I close the gap? Complete with research-based recommendations about assessment practices for improving student achievement, the book is sequenced to help teachers easily weave formative assessment practices into daily teaching and assessment activities at all levels. After introducing the strategies and the research base for formative assessment practices, the remaining chapters explain each strategy in detail, provide a research-based rationale for using the strategy, describe how the strategy can be applied in contexts ranging from kindergarten through high school in a range of subject areas, and offer instructions for carrying out core procedures and suggestions for adaptations. The new features new, more recent research, extended examples of the strategies, and improved features that make the text easier to use for collaborative learning. The Enhanced Pearson eText features embedded video, Discussion Questions, Reflection Journal, and Defining Assessments.

This title is also available as a loose-leaf packaged with the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a loose-leaf version, use ISBN 013405895X.

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