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Rebooting Assessment
A Practical Guide for Balancing Conversations, Performances, and Products
Embrace a technology-supported and balanced approach for performance-based assessment. Use triangulation of assessment through performance observations, conversations, and physical products to accurately measure student competence for learning objectives.
Benefits
- Understand how balanced classroom assessment leads to deeper student engagement, greater equity, and increased reliability.
- Discover the role of formative and summative assessments and how to use triangulation to assess student learning outcomes.
- Watch video clips that feature real-life teachers and students implementing balanced assessment in the classroom.
- Learn how to develop positive relationships with students and create a learning environment characterized by trust and collaboration.
- Understand how to use technology and digital evidence to support assessment, including student self-assessment and peer assessment.
- Rely on the teacher-readiness scale to help you identify your comfort level with the types of assessment and approaches within the book.
Table of Contents
Chapter 1: Why Is Balanced Assessment Important?
Chapter 2: How Do I Plan for Balanced Assessment?
Chapter 3: How Do I Assess Learning Through Conversations and Performances?
Chapter 4: How Can I Use Technology to Support Assessment?
Chapter 5: How Do I Use the VOCAL Approach to Improve Learning?
Chapter 6: How Should I Communicate About Learning in the Digital Age?
Epilogue: Final Thoughts
Appendix: Tools to Support Rebooting Assessment
REPRODUCIBLES
Chapter 1
Chapter 2
- Figure 2.15: Shift and Share—Balancing Assessment
- Figure 2.18: Observation Rubric for Assessing a Novel Seminar
- Figure 2.20: Shift and Share—Backward Planning
Chapter 3
- Figure 3.15: Shift and Share—A Culture of Learning
- Figure 3.16: Shift and Share—Exploring Balanced Assessment
Chapter 4
- Figure 4.3: Shift and Share—Ready, Fire, Aim
- Figure 4.4: Shift and Share—Three Ways to Approach IT
- Figure 4.5: Shift and Share—Increasing Technology Adoption for Balanced Assessment
- Figure 4.8: Quick Fixes for Classroom Recording
- Figure 4.9: Quick Fixes for Challenges With Wireless Networks
- Figure 4.11: Quick Fixes for Using Recording Devices
- Figure 4.12: Quick Fixes for Using Software to Support Balanced Assessment
- Figure 4.16: Shift and Share—Learning About ePortfolios
Chapter 5
- Figure 5.3: Cocreated Assessment Criteria for an Infomercial Task
- Figure 5.4: Checkbric Template
- Figure 5.7: Shift and Share—An Eight-Step Process for Student Products
- Figure 5.11: Shift and Share—Using a VOCAL Approach to Improve Skills or Competencies
Chapter 6
Appendix
- Sample Parent Letter: Balanced Assessment
- Reading Conference Template: Primary Language
- Reading Response Observation: Primary Language
- Student Goal Bookmarks: Primary Language
- Teacher Planning Template
- Group Performance Success Criteria Checklist and Feedback
- Interview Look-Fors and Teacher Prompts: Senior Mathematics
SUGGESTED RESOURCES
Books
- Cohen, R. K., Opatosky, D. K., Savage, J., Stevens, S. O., & Darrah, E. P. (2021). The metacognitive student: How to teach academic, social, and emotional intelligence in every content area. Bloomington, IN: Solution Tree Press.
- Cooper, D. (2011). Redefining fair: How to plan, assess, and grade for excellence in mixed-ability classrooms. Bloomington, IN: Solution Tree Press.
- Crockett, L. W., & Churches, A. (2018). Growing global digital citizens: Better practices that build better learners. 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.
- Grafwallner, P. (2021). Not yet . . . and that’s OK: How productive struggle fosters student learning. Bloomington, IN: Solution Tree Press.
- Guskey, T. R. (2015). On your mark: Challenging the conventions of grading and reporting. Bloomington, IN: Solution Tree Press.
- Kerr, D., Heller, J., Hulen, T. A., & Butler, B. K. (2021). What about us? The PLC at Work process for grades preK–2 teams. Bloomington, IN: Solution Tree Press.
- Kise, J. A. G. (2021). Doable differentiation: Twelve strategies to meet the needs of all learners. Bloomington, IN: Solution Tree Press.
- McTighe, J., & Curtis, G. (2019). Leading modern learning: A blueprint for vision-driven schools (2nd ed.). Bloomington, IN: Solution Tree Press.
- Reeves, D. (2016). Elements of grading: A guide to effective practice (2nd ed.). Bloomington, IN: Solution Tree Press.
- Townsley, M., & Wear, N. L. (2020). Making grades matter: Standards-based grading in a secondary PLC at Work. Bloomington, IN: Solution Tree Press.
- Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Bloomington, IN: Solution Tree Press.
Websites
Introduction
Chapter 4
- Common Sense Education, “Student Portfolio Apps and Websites”
- Education World, “Student Portfolios as an Assessment Tool”
- Edutopia, “Tools for Creating Digital Student Portfolios”
- Google for Education, “Fundamentals Training”
- Google for Education Products
- Microsoft Educator Center
- YouTube, Teachers channel
Chapter 5
Chapter 6
Appendix
VIDEO LINKS
Chapter 1
- Video 1.1: Diagnostic Interview
- Video 1.2: Summative Observation
- Video 1.3: Diagnostic Interview
- Video 1.4: Group Infomercial Task
- Video 1.5: A Flexible Approach to Summative Assessment
- Video 1.6: The Value of the VOCAL Approach
Chapter 2
Chapter 3
- Video 3.1: Diagnostic Interview and Intervention
- Video 3.2: Collaboration and Student Self-Monitoring
- Video 3.3: Building a Cooperative Environment
- Video 3.4: Developing Classroom Community—Part One
- Video 3.5: Developing Classroom Community—Part Two
- Video 3.6: Teacher-Student Reading Conference
- Video 3.7: Student Reviews Her Performance
- Video 3.8: Student Reflects on Her Performance
- Video 3.9: Teacher Gives Instruction for Peer Assessment
- Video 3.10: Two Students Engage in Peer Assessment
Chapter 4
- Video 4.1: Holly’s Technology Journey
- Video 4.2: Cocreating Assessment Criteria With Students
- Video 4.3: Jackie’s Technology Journey
- Video 4.4: Unplugged Teacher-Student Interviews
- Video 4.5: Unplugged Group Observation (by Teacher)
- Video 4.6: Student-Student Interview
- Video 4.7: Student Group Reflection
- Video 4.8: Interview on the Use of Cloud Tools to Manage Video
Chapter 5
- Video 5.1: Teacher and Students Cocreated Success Criteria
- Video 5.2: A First Cut of a Group Project
- Video 5.3: Students Discuss Peer Feedback
- Video 5.4: Students Receive Teacher Feedback
- Video 5.5: Teacher Instructions on Using Peer Feedback
- Video 5.6: Reading Conference Introduction
- Video 5.7: Teacher-Student Reading Interview Conference
- Video 5.8: Teacher-Student Follow-Up Interview
- Video 5.9: Formative Follow-Up Teacher-Student Interview
- Video 5.10: Student Peers Use Conversation to Assess for Learning
- Video 5.11: Teacher Guides Student Peer Coach
- Video 5.12: Parent-Student-Teacher Conference
Chapter 6
