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Common Formative Assessment: A Toolkit for Professional Learning Communities at Work(R) Second Edition 2nd School edition [Knyga]

, Foreword by ,
  • Formatas: Book, 184 pages, aukštis x plotis x storis: 268x195x10 mm, weight: 522 g
  • Išleidimo metai: 09-Feb-2023
  • Leidėjas: Solution Tree Press
  • ISBN-10: 1954631634
  • ISBN-13: 9781954631632
Kitos knygos pagal šią temą:
Common Formative Assessment: A Toolkit for Professional Learning Communities at Work(R) Second Edition 2nd School editionDidesnis paveikslėlis
  • Formatas: Book, 184 pages, aukštis x plotis x storis: 268x195x10 mm, weight: 522 g
  • Išleidimo metai: 09-Feb-2023
  • Leidėjas: Solution Tree Press
  • ISBN-10: 1954631634
  • ISBN-13: 9781954631632
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781954631632.html
Raktažodžiai:

In the second edition of this pivotal work by Kim Bailey and Chris Jakicic, you will discover updated and improved resources to use formative data to support higher levels of student learning. Data-driven techniques and new tools will guide you in improving collaboration and student engagement throughout the assessment process. Teams can use the ideas, templates, and protocols in this practitioner-friendly resource.


K–12 educators will:
  • Identify successful assessment tools for implementation
  • Understand the role of assessments in advancing student learning
  • Reflect on assessment processes and the standards driving instruction
  • Access a wide variety of assessment designs and strategies for guiding collaboration
  • Utilize data-driven jump-start resources and templates that suit their teams’ needs

Contents:
Foreword by Robert Eaker
Introduction
Chapter 1: Getting Started as a Collaborative Team
Chapter 2: Setting the Stage for Common Formative Assessments
Chapter 3: Essential Standards—Determining Priorities for Student Learning
Chapter 4: Achieving Collective Clarity With the Unwrapping Process
Chapter 5: Designing Quality Common Formative Assessments
Chapter 6: Going Deeper—Advanced Processes for Designing Assessments
Chapter 7: Now What? Using Data to Make a Difference
Chapter 8: Building Student Self-Efficacy in Learning
Chapter 9: Strengthening and Sustaining the Work
Appendix: Tools for Teams
References and Resources
Index
About the Authors ix
Foreword xi
Robert Eaker
Introduction 1(4)
The Right Culture
2(1)
The
Chapters in This Book
2(3)
Chapter 1 Getting Started as a Collaborative Team
5(18)
The Big Ideas of a Professional Learning Community
5(2)
The Role of Teams in a PLC
7(2)
The Important Work of the Leadership Team
9(1)
The Nuts and Bolts of Working as a Team
10(3)
Norms for Working Together
13(1)
Consensus-Building Strategies
14(2)
Protocols and Processes for Doing the Work
16(1)
Development of Purposeful Products
17(1)
Where to Start
17(4)
Full Speed Ahead
21(2)
Chapter 2 Setting the Stage for Common Formative Assessments
23(12)
Clarity About Vocabulary
24(1)
The Meaning of Common
25(1)
Benefits of Common Assessments
25(2)
A Comprehensive Assessment System
27(5)
How to Set the Stage for Success
32(1)
A Bridge Between Teaching and Learning
33(2)
Chapter 3 Determining Priorities and Essential Standards
35(16)
Understanding Essential Standards
35(2)
Understanding the Need for Essential Standards
37(1)
Moving From Individual to Team Decisions
38(1)
Understanding the Process
39(1)
Building Consensus as a Team
40(4)
Describing Proficiency
44(1)
Considering Supporting Standards
44(2)
Knowing Enough for the End-of-Year Test
46(1)
Checking for Vertical Alignment
46(1)
Using a Set of Essential Standards Chosen by the State or District
47(1)
Providing Time for Teaching and Responding With Pacing Guides
47(1)
Identifying Schoolwide or Districtwide Essential Standards--Which Is Preferable?
48(1)
Using, Reviewing, and Rewriting
49(2)
Chapter 4 Achieving Collective Clarity With the Unwrapping Process
51(14)
Looking at the Structure of Your Standards
52(2)
Choosing Standards to Unwrap
54(7)
Getting Started as a Team
61(1)
Asking, "Now What?" When Unwrapping Is Completed
61(4)
Chapter 5 Designing Quality Common Formative Assessments
65(20)
A Word About Validity and Reliability
65(1)
Step One Decide What to Assess
66(1)
Step Two Decide How to Assess
67(2)
Step Three Develop the Assessment Plan
69(4)
Step Four Determine the Timeline
73(1)
Step Five Write the Assessment
73(3)
Step Six Review the Assessment Before Administration
76(1)
Step Seven Set Proficiency Criteria and Decide How to Gather the Data
77(1)
Common Questions Regarding Assessment Design
78(2)
How to Assess the Assessment
80(1)
Lessons Learned From Remote Learning
80(3)
Implications for Singleton Teams
83(1)
Why Value Outweighs Time
83(2)
Chapter 6 Going Deeper--Advanced Processes for Designing Assessments
85(14)
Planning Assessment Within Backward-Designed Unit Planning
85(4)
Creating Scaffolded Assessments
89(2)
Using Proficiency Scales to Plan Assessments
91(2)
Co-Creating Rubrics to Clarify Quality and Proficiency of Products
93(5)
Building Greater Clarity
98(1)
Chapter 7 Using Data to Make a Difference
99(18)
Revisiting the Why of Common Assessments
99(1)
Establishing a Team Culture for Using Data
100(1)
Organizing the Data
101(3)
Using a Protocol to Analyze Results
104(5)
Finding Time to Respond to Data
109(2)
Establishing Routines If a Team Doesn't Meet Right Away
111(1)
Engaging as Singletons in This Process
112(1)
Responding to Summative or End-of-Unit Assessments
113(1)
Ensuring Team Members Are on the Same Page
114(1)
Taking Action
115(2)
Chapter 8 Building Student Self-Efficacy in Learning
117(12)
Owning the Learning
117(1)
Building a Student-Centered Culture
118(1)
Having Students Answer Three Questions
119(1)
Ensuring Students Know Where They Are Going
120(1)
Engaging Students in Defining Quality Work
121(2)
Letting Students Know Where They Are Right Now
123(1)
Setting Goals to Close the Gap
124(3)
Seeing Learning Through Student Eyes
127(2)
Chapter 9 Strengthening and Sustaining the Work
129(6)
Remain Focused on the Why
129(1)
Reflect on All the Benefits of Using Common Formative Assessments
130(1)
Provide or Seek Support for Teams
130(1)
Build Capacity to Lead the Work
131(1)
Remember That Experience Yields Efficiency
132(1)
Be Attentive to Both Immediate and Systemic Learning
132(1)
Celebrate Successes
133(1)
Do the Right Work
134(1)
APPENDIX: Tools for Teams
135(20)
Figure 1.2 Protocol for Identifying Norms
136(1)
Figure 1.3 Team Meeting Agenda Template
137(1)
Figure 1.4 SMART Goal Planning Tool
138(1)
Figure 3.2 Protocol for Identifying Essential Standards
139(1)
Figure 4.6 Protocol for Unwrapping a Standard
140(1)
Figure 4.7 Unwrapping Template
141(1)
Figure 5.2 Assessment-Planning Template
142(1)
Figure 5.6 Common Formative Assessments Checklist
143(1)
Figure 5.7 Sample Protocol for Developing an Assessment
144(1)
Figure 6.1 Five-Step Team Unit-Planning Process
145(2)
Figure 6.2 Workflow for Backward Unit Planning
147(1)
Figure 6.11 Team Process for Developing Rubrics
148(1)
Figure 7.5 Team Protocol for Analyzing Assessment Results
149(2)
Figure 7.7 Vertical and Singleton Team Protocol for Analyzing Assessment Results
151(1)
Figure 8.1 Sample Unit Overview Sheet
152(1)
Figure 8.4 Student Goal-Setting Sheet
153(1)
Figure 8.5 Planning Sheet for Goal-Setting Opportunities
154(1)
References and Resources 155(6)
Index 161
Kim Bailey is former director of professional development and instructional support for the Capistrano Unified School District in California. She also served as an adjunct faculty member at Chapman University in California. Chris Jakicic, EdD, an author and a consultant, was principal of Woodlawn Middle School in Illinois from 1999 to 2007. She began her career teaching middle school science. Robert Eaker, EdD, is a professor emeritus at Middle Tennessee State University, where he also served as dean of the College of Education and interim vice president and provost.