Chapter 1: Classroom Assessment: Every Student a Learner
Chapter 2: Clear Purpose: Assessment for and of Learning
Chapter 3: Clear Targets
Chapter 4: Sound Design
Chapter 5: Selected Response Assessment
Chapter 6: Written Response Assessment
Chapter 7: Performance Assessment
Chapter 8: Personal Communication as Classroom Assessment
Chapter 9: Record Keeping: Tracking Student Learning
Chapter 10: Converting Summative Assessment Information into
Grades
Chapter 11: Portfolios
Chapter 12: Conferences About and With Students
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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