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TABLE OF CONTENTS

Introduction: A Guiding Framework to IMPACT Actionable Assessment, Defensible Evidence, and Equitable Grading
Chapter 1: Shifting to Competency–Based Learning to Build Defensible Evidence
Chapter 2: Supporting Building a Defensible Body of Evidence With PLC Structures and Processes
Chapter 3: Exploring How a Student’s Body of Evidence Represents Balanced Assessment Practices
Chapter 4: Designing Assessments That Illuminate Deep Learning, Empower Learners, and Result in High–Quality Work
Chapter 5: Designing and Using Competency–Based Evaluation Tools
Chapter 6: Building a Defensible Body of Evidence
Chapter 7: Building Protocols for Equitable, Evidence–Based Grading and Reporting
Appendix — Defensible Body of Evidence Tools

REPRODUCIBLES AND VIDEOS

Chapter 5: Designing and Using Competency–Based Evaluation Tools

• Figure 5.3: Mapping course–based assessments with evidence sources for competency–based learning
• Figure 5.6: A sample single–point observational rubric for academic competencies
• Figure 5.7: A sample single–point rubric for a personal competency (self–direction and goal setting)

Appendix — Defensible Body of Evidence Tools

• IMPACT Tool 1: The Competency–Based Learning School-Design Rubrics
• IMPACT Tool 2: Compacted Assessment Template
• IMPACT Tool 3: Developing a Local Assessment Policy Supporting Competency–Based Learning
• IMPACT Tool 4: Steps in Designing a Performance–Based Assessment
• IMPACT Tool 5: Team Validation Review Protocol for Performance–Based Assessments
• IMPACT Tool 6: Think–Aloud Protocol—Getting Student Feedback
• IMPACT Tool 7: Performance Scale Planning Template
• IMPACT Tool 8: Rubric Quality Review Worksheet
• IMPACT Tool 9: Team Verification Questions for a Student–Driven Body of Evidence
• IMPACT Tool 10: Student Input Questions for Building a Body of Evidence
• IMPACT Tool 11: The Four Critical Questions of a PLC—Key Considerations to Deepen Competency–Based Learning Work

SUGGESTED RESOURCES

Books

• Bailey, K., & Jakicic, C. (2012). Common formative assessment: A toolkit for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
• Bailey, K., & Jakicic, C. (2023). Common formative assessment: A toolkit for Professional Learning Communities at Work (2nd ed.). Bloomington, IN: Solution Tree Press.
• Buffum, A., Mattos, M., & Malone, J. (2018). Taking action: A handbook for RTI at Work™ . Bloomington, IN: Solution Tree Press.
• Buffum, A., Mattos, M., Malone, J., Cruz, L. F., Dimich, N., & Schuhl, S. (2025). Taking action: A handbook for RTI at Work™ (2nd ed.). Bloomington, IN: Solution Tree Press.
• Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press.
• Burke, K. (2010). Balanced assessment: From formative to summative.
Bloomington, IN: Solution Tree Press.
• DuFour, R. DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
• DuFour, R. DuFour, R., Eaker, R., Many, T. W., Mattos, M., & Muhammad, A. (2024). Learning by doing: A handbook for Professional Learning Communities at Work (4th ed.). Bloomington, IN: Solution Tree Press.
• Ferriter, W. M. (2020) The big book of tools for collaborative teams in a PLC at Work®. Bloomington, IN: Solution Tree Press.
• Guskey, T. R. (2015). On your mark: Challenging the conventions of grading and reporting. Bloomington, IN: Solution Tree Press.
• Guskey, T. R. (2020). Get set, go! Creating successful grading and reporting systems. Bloomington, IN: Solution Tree Press.
• Leane, B., & Yost, J. (2022). Singletons in a PLC at Work: Navigating on–ramps to meaningful collaboration. Bloomington, IN: Solution Tree Press.
• Schimmer, T. (2023). Redefining student accountability: A proactive approach to teaching behavior outside the gradebook. Bloomington, IN: Solution Tree Press.
• Sousa, D.A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner–friendly classroom (2nd ed.). Bloomington, IN: Solution Tree Press.
• Stack, B. M., & Vander Els, J. G. (2018). Breaking with tradition: The shift to competency–based learning in PLCs at Work. Bloomington, IN: Solution Tree Press.
• Stuart, T. S., Heckmann, S., Mattos, M., & Buffum, A. (2018). Personalized learning in a PLC at Work: Student agency through the four critical questions. Bloomington, IN: Solution Tree Press.
• Vander Els, J. G., & Ray, J. (2024). The foundation for change: Focusing on the four pillars of a PLC at Work. Bloomington, IN: Solution Tree Press.
• Vander Els, J. G., & Stack, B. M. (2022). Unpacking the competency–based classroom: Equitable, individualized learning in a PLC at Work. Bloomington, IN: Solution Tree Press.
• Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Bloomington, IN: Solution Tree Press.

Websites

Chapter 2

• Building 21’s Our Competency Framework
• Utah’s Profile of a Graduate
• Future 9 Competencies
• Essential Skills and Dispositions Framework
• The Hess Cognitive Rigor Matrices (CRMs)
• The Portrait Model
• Building 21 Portrait of a Graduate
• New Hampshire Learning Initiative’s BEST Collaboration Toolkit (v1.0)
• PBL Works critical thinking rubrics
• How to Be Strategic When Scaffolding Strategies
• LiFT Learning®
• Mastery Portfolio
• Mastery Transcript Consortium®
• Building 21’s PLP: 4–portfolio
• Complex Tasks Every Student Can Accomplish
• How to Create Assessments That Drive Learning
• Mathematics and science exemplars of standards-based performance tasks

Chapter 7

• LiFT Learning®
• Mastery Transcript Consortium®
• Mastery Portfolio
• LiFT Learning®
• Mastery Transcript Consortium®
• Building 21’s PLP: 4–portfolio