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TABLE OF CONTENTS

Chapter 1: Leading the Assessment Revolution From Within
Chapter 2: Harvesting Assessment Evidence to Yield Effective Responses
Chapter 3: Assessing Beyond the Labels
Chapter 4: Sharing Leadership to Align Assessment Practices Across the School
Chapter 5: Using Data as a Flashlight, Not a Hammer, to Illuminate Evidence That Matters
Chapter 6: Developing Self-Regulatory Learners Through Assessment
Chapter 7: Designing Assessments to Accelerate Learning
Chapter 8: Approaching Learning and Assessment as a Subtle Curator
Chapter 9: Leading the Way to Student Success

PRINTABLE REPRODUCIBLES

Chapter 1: Leading the Assessment Revolution From Within

• Action Research Tools
• Action Research Report or Presentation Format
• Interval Recording Observation Form
• Frequency Recording Observation Form
• From The Handbook for Collaborative Common Assessments
• Figure 7.5: Protocol for Team-Based Research of Best Practice
• Figure 7.6: Database Template for Documenting the Effectiveness of Instructional Responses
• Action Research Planning Tool
• Annotated Research Notes Template

Chapter 2: Harvesting Assessment Evidence to Yield Effective Responses

• Figure 2.2: Responding to Student Needs
• Figure 2.4: Evidence and Response Organizer

Chapter 4: Sharing Leadership to Align Assessment Practices Across the School

• Figure 4.6: Questions to Spark Conversations About Homework Practices
• Figure 4.8: Survey to Gauge Staff Considerations of Reassessment Practices

Chapter 5: Using Data as a Flashlight, Not a Hammer, to Illuminate Evidence That Matters

• Figure 5.1: Tracking Document for Teacher Peer and Self-Assessment

Chapter 7: Designing Assessments to Accelerate Learning

• Figure 7.2: Preassessment Plan for Assessment Leaders
• Figure 7.3: Creating Common Assessments Checklist
• Figure 7.4: Student-Reflection Tool After Common Assessments Over Time
• Figure 7.5: Student-Reflection Tool After a Common Assessment

SUGGESTED RESOURCES

Books

• Brown, T., & Ferriter, W. M. (2021). You can learn! Building student ownership, motivation, and efficacy with the PLC at Work^® process. Solution Tree Press.
• Colburn, L., & Beggs, L. (2021). The wraparound guide: How to gather student voice, build community partnerships, and cultivate hope. Solution Tree Press.
• Dimich, N. (2024). Design in five: Essential phases to create engaging assessment practice (2nd ed.). Solution Tree Press.
• DuFour, R. (2015). In praise of American educators: And how they can become even better. Solution Tree Press.
• DuFour, R., DuFour, R., Eaker, R., Many, T., Mattos, M., & Muhammad, A. (2024). Learning by doing: A handbook for Professional Learning Communities at Work (4th ed.). Solution Tree Press.
• Erkens, C. (2016). Collaborative common assessments: Teamwork. Instruction. Results. Solution Tree Press.
• Erkens, C., Schimmer, T., & Dimich, N. (2017). Essential assessment: Six tenets for bringing hope, efficacy, and achievement to the classroom. Solution Tree Press.
• Gobble, T., Onuscheck, M., Reibel, A. R., & Twadell, E. (2017). Pathways to proficiency: Implementing evidence-based grading. Solution Tree Press.
• Guskey, T. R. (2007c). Using assessments to improve teaching and learning. In D. Reeves (Ed.), Ahead of the curve: The power of assessment to transform teaching and learning (pp. 15–29). Solution Tree Press.
• Guskey, T. R. (Ed.). (2009). The teacher as assessment leader. Solution Tree Press.
• Guskey, T. R. (2020). Get set, go: Creating a successful grading and reporting system. Solution Tree Press.
• Hierck, T. (2017). Seven keys to a positive learning environment in your classroom. Solution Tree Press.
• Killion, J., Sommers, W. A., & Delehant, A. (2023). Elevate school-based professional learning. Solution Tree Press.
• Kramer, S. V., & Schuhl, S. (2017). School improvement for all: A how-to guide for doing the right work. Solution Tree Press.
• Kramer, S. V., & Schuhl, S. (2023). Acceleration for all: A how-to guide for overcoming learning gaps. Solution Tree Press.
• Marzano, R. J. (2009). Designing and teaching learning goals and objectives. Marzano Resources.
• Marzano, R. J. (2010). Formative assessment and standards-based grading. Marzano Resources.
• Marzano, R. J. (2017). The new art and science of teaching. Solution Tree Press.
• Marzano, R. J., Dodson, C. W., Simms, J. A., & Wipf, J. P. (2022). Ethical test preparation in the classroom. Marzano Resources.
• Marzano, R. J., & Pickering, D. J. (2011). The highly engaged classroom. Marzano Resources.
• Mattos, M., Buffum, A., Malone, J., Cruz, L. F., Dimich, N., & Schuhl, S. (2025). Taking action: A handbook for RTI at Work^™ (2nd ed.). Solution Tree Press.
• Reibel, A. R. (2023). Embracing relational teaching: How strong relationships promote student self-regulation and efficacy. Solution Tree Press.
• Reibel, A. R., Gobble, T., Onuscheck, M., & Twadell, E. (2024). Beyond PLC Lite: Evidence-based teaching and learning in a Professional Learning Community at Work^®. Solution Tree Press.
• Saunders, E. (2023). Stick the learning: Brain-based teaching techniques to increase retention, application, and transfer. Solution Tree Press.
• Schuhl, S., Kanold, T. D., Toncheff, M., Barnes, B., Kanold-McIntyre, J., Larson, M. R., et al. (2024). Mathematics assessment and intervention in a PLC at Work^® (2nd ed.). Solution Tree Press.
• Wellman, B., & Lipton, L. (2024). Data-driven dialogue: A facilitator’s guide to collaborative inquiry (2nd ed.). Solution Tree Press.
• White, K. (2017). Softening the edges: Assessment practices that honor K–12 teachers and learners. Solution Tree Press.
• White, K. (2022). Student self-assessment: Data notebooks, portfolios, and other tools to advance learning. Solution Tree Press.
• Wiliam, D. (2007). Content then process: Teacher learning communities in the service of formative assessment. In D. Reeves (Ed.), Ahead of the curve: The power of assessment to transform teaching and learning (pp. 183–204). Solution Tree Press.
• Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Solution Tree Press.

Websites

Chapter 7

• Zearn