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Balanced Assessment Systems de Carol A. Commodore

Balanced Assessment Systems

Autor Carol A. Commodore, Richard J. Stiggins, Stephen J. Chappuis
en Limba Engleză Paperback – 5 oct 2016

Remarcăm încă de la primele pagini că Balanced Assessment Systems nu este doar un tratat teoretic, ci un instrument de lucru riguros, deschis prin activități aplicate precum „Activity 1.1: Formative or Summative?” sau exerciții de audit al sistemului de evaluare (Activity 2.1). Această abordare practică este esențială pentru liderii educaționali care trebuie să navigheze cerințele complexe ale Every Student Succeeds Act (ESSA), oferind un cadru clar pentru recalibrarea responsabilităților la nivel de district.

Structura volumului este segmentată strategic în două părți. Prima secțiune analizează mediul actual al evaluării și misiunea școlii moderne, în timp ce a doua parte detaliază cinci acțiuni specifice pentru implementarea echilibrului și calității. Descoperim aici o metodologie pentru rafinarea standardelor de performanță și transformarea obiectivelor de învățare în indicatori accesibili atât pentru elevi, cât și pentru familiile acestora. Reținem accentul pus pe „literacy” în evaluare, un concept care transformă datele brute în decizii pedagogice informate.

Lucrarea extinde cadrul propus de Ten Assessment Literacy Goals for School Leaders de Jan Chappuis cu date noi și strategii specifice pentru auditul sistemelor locale. În timp ce titlurile similare se concentrează pe obiectivele de alfabetizare, volumul de față oferă pașii logici pentru integrarea evaluărilor interimare și anuale într-un sistem coerent. În contextul operei autorilor, această carte continuă temele din Beyond School Improvement, unde Carol A. Commodore explora elementele schimbării; aici, ea aplică acele principii de leadership strict asupra mecanismelor de evaluare, oferind o soluție tehnică pentru pregătirea elevilor într-o lume în continuă transformare.

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Specificații

ISBN-13: 9781506354200
ISBN-10: 1506354203
Pagini: 136
Dimensiuni: 231 x 282 x 11 mm
Greutate: 0.4 kg
Ediția:First Edition
Editura: Sage Publications, Inc
Locul publicării:Thousand Oaks, United States

De ce să citești această carte

Această lucrare se adresează directorilor de școli, superintendentilor și coordonatorilor de curriculum care doresc să depășească modelul evaluărilor standardizate rigide. Cititorul câștigă instrumente concrete pentru a echilibra evaluarea formativă cu cea sumativă, asigurând conformitatea cu normele ESSA. Este un ghid esențial pentru a transforma evaluarea dintr-o obligație administrativă într-un motor real al progresului elevului prin autoevaluare și feedback de calitate.

Despre autor

Dr. Carol A. Commodore este un consultant independent cu o carieră de peste 30 de ani în educație, ocupând funcții diverse, de la profesor de clasă și șef de catedră, până la superintendent adjunct și coordonator de evaluare. Expertiza sa vastă în leadership și motivare a fost consolidată în perioada în care a condus programe de evaluare echilibrată la nivel de district. A coautorat multiple lucrări de referință în domeniu, fiind o prezență constantă la conferințe naționale și internaționale unde promovează alfabetizarea în evaluare ca pilon central al managementului școlar modern.

Descriere scurtă

This comprehensive new guide helps education leaders create a standards-based assessment program that supports ESSA implementation, balances formative and summative approaches, and empowers faculty and students.

Cuprins

Introduction
About the Authors
Part 1. Balanced Assessment Systems and Student Learning
Today’s Assessment Environment
Assessment and the New School Mission
Building Local Assessment Systems for Balance and Quality
Inside the System
Levels of Assessment Use
Classroom Assessment
Interim/Benchmark Assessment
Annual Assessment
Activity 1.1: Formative or Summative?
The Benefits of Balance
Learning Targets for Readers
Thinking About Assessment: Support Resources for Part 1
Activity 1.2: Embracing the Vision of a Standards-Based School
Activity 1.3: Discussing Key Assessment Concepts With Faculty
Part 2. Five Assessment Actions for Balance and Quality
Action 1: Balance Your Assessment System
Is Your Assessment System in Balance?
Strategies for Balancing Assessment Systems
Activity 2.1: Conducting an Assessment Audit
Action 2: Continue to Refine Achievement Standards
What Is the Current State of Your Achievement Standards?
Student- and Family-Friendly Learning Targets
Activity 2.2: Deconstructing Standards Into Classroom-Level Achievement Targets: Practice for School Leaders
Action 3: Ensure Assessment Quality
How Can You Ensure Assessment Quality?
Activity 2.3: Indicators of Sound Classroom Assessment Practice
Action 4: Build Effective Systems for Communicating Assessment Results
Action 5: Link Assessment to Student Motivation With Assessment for Learning Strategies
Assessment for Learning: Bringing Students Onboard
Activity 2.4: Assessment for Learning Self-Evaluation
Thinking About Assessment: Support Resources for Part 2
Activity 2.5: Local Assessment System Self-Evaluation
Part 3. Individual Leadership Actions for Balance and Quality
Individual Leadership Actions
Individual Leadership Action 1: Deepen your personal understanding of a sound and balanced assessment system and the conditions required to achieve it.
Activity 3.1: Merging Local and State Assessment Systems
Individual Leadership Action 2: Promote the necessity and use of clear academic achievement standards in every subject and grade level with aligned classroom-level learning targets and the understanding of their relationship to the development ....
Activity 3.2: Implementing the Written Curriculum
Individual Leadership Action 3: Promote and communicate standards of quality for student assessments, helping teachers learn to assess accurately, and work to ensure that these standards are met in all school/district assessments.
Activity 3.3: Verifying Teachers’ Content Knowledge and Assessment Competence
Individual Leadership Action 4: Deepen your knowledge of formative assessment practices that involve students and work with staff to integrate them into classroom instruction.
Activity 3.4: Communicating Learning Targets in Student-Friendly Language
Individual Leadership Action 5: Create the conditions necessary for the appropriate use and reporting of student achievement information, including report card grades.
Grading and Reporting
Activity 3.5: A Rubric for Sound Grading Practice
Activity 3.6: When Grades Don’t Match the State Assessment Results
Individual Leadership Action 6: Form or participate in peer learning groups to practice observing and evaluating teacher classroom assessment competencies.
Activity 3.7: Should Teachers Be Held Accountable for Assessment Competence Through Evaluation?
Individual Leadership Action 7: Review and examine current school/district assessment-related policies for alignment to sound assessment practice, and encourage revision as needed.
Activity 3.8: Using School/District Policies to Support Quality Assessment
Thinking About Assessment: Support Resources for Part 3
Activity 3.9: Auditing for Balance in Classroom Curriculum and Assessment
Activity 3.10: Assessment Leadership Success Indicators
Activity 3.11: Action Planning for Assessment Balance and Quality
References
Index

Notă biografică

Steve Chappuis has served as a public school teacher, principal and district administrator. In the private sector he helped small and large education service companies establish strategic plans for professional development and publishing. He has delivered presentations around the country to school leaders on the benefits of quality classroom assessment and how to implement local balanced assessment systems, and has authored and co-authored books and articles on the same topics.

Descriere

Build a balanced assessment system and support ESSA requirements!

The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts, and this comprehensive guide helps leaders meet and succeed that challenge. Authors Chappuis, Commodore and Stiggins have helped thousands of teachers, principals and other educational leaders in becoming assessment-literate and developing assessment systems built on quality assessment. Readers will learn how to:
  • Develop balance in an assessment system by combining formative and summative approaches, providing insight on students’ progress
  • Strengthen classroom-based assessment and involve students in self-assessment