Assessment Training InstituteLeading the Change in Classroom Assessment Practices

Pearson Assessment Training Institute can help your district realize the promise of assessment-informed instruction by:

• Using classroom assessment in daily instruction to improve student learning, not just measure it.

• Involving students in the assessment process, preparing them to self-assess, set goals, and communicate about their own learning.

• Creating a balanced assessment system that both supports and reports student learning.

“ Assessment for learning is a gift we give our students. It is a mirror we hold up to

show them how far they have come. It is a promise that we will use assessment,

not to punish or reward, but to guide them on their learning journey.”— Jan Chappuis

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About the Assessment Training Institute ATI was founded in 1992 by Rick Stiggins to help classroom teachers develop skills needed to gather accurate information about student achievement and to use the assessment process and its results effectively to improve achievement. Our work is grounded in the concept of student-involved classroom assessment. We are guided by the belief that helping students see themselves as learners is central to their academic success and that assessment practices are key to developing their competence and confidence.

Through our work, it is our goal to empower educators to:

• Translate content standards into classroom-level learning targets

• Develop and use high-quality assessments in the classroom

• Communicate effectively about student achievement

• Engage in accurate standards-based grading practices

• Use assessment as a part of instruction to maximize learning

• Offer effective feedback that students can and will act upon

• Make students active partners in their learning through developing skills of self-assessment and goal setting

Featured Experts Authors Rick Stiggins, Jan Chappuis, Steve Chappuis, Judy Arter, Carol Commodore, and Ken O’Connor have developed professional learning services based on their books treating the range of assessment-related topics: creating high-quality classroom assessments, using formative assessment strategies effectively in the classroom, leading professional development in assessment competencies, ensuring that balanced assessment systems are in place at the district and school levels, and implementing standards-based grading practices.

All ATI offerings are structured to promote continued learning and ongoing implementation.

ATI Services at a GlanceTYPES OF OFFERINGS DESCRIPTION AUDIENCE LEVEL OF DELIVERY

Leading Professional Development Workshops

Prepares a cadre of selected staff to introduce concepts of assessment quality and assessment for learning, then facilitate learning-team continued study and implementation

District and school administrators, professional learning facilitators, teacher leaders

District, regional, state, national

Developing Balanced Assessment Systems Workshop

Prepares district and school leaders to create the conditions necessary to support a balanced assessment system

District and school administrators

District, regional, state, national

Getting Started Workshops

Prepares teachers to implement five keys to assessment quality, formative assessment practices, and standards-based grading practices

Teachers, school administrators

School, district, regional

Capacity Builder Plus: Developing an Assessment Cadre

Creates a local assessment cadre prepared to deliver one or more of the “Getting Started” workshops at the school, district, or organization level

Large school districts, consortia, state departments of education

District, regional, state

Formative Instructional Practices Online Learning Course & Support Services

Builds foundational knowledge about formative instructional practices and their application to Common Core Standards in elementary, middle, and high school classrooms

Teachers, administrators, professional learning facilitators

School, district, regional, state

July Assessment Conference; December Grading Conference

Provides interaction with authors, experts, and effective practitioners on current issues surrounding classroom assessment at the classroom and leadership levels

All education faculty National

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About ATI’s Program and MaterialsAll ATI programs and materials are aimed at one goal: to promote accurate and effective assessment practices in each school, district, and state. Our program consists of books and services, all of which are designed to implement change at the district, school, and classroom levels.

ATI conferences and workshops offer an introduction to new ways of thinking about and acting upon key assessment proficiencies. We have developed a variety of workshop options to meet the diverse needs of organizations at all levels--from the central office to the classroom. All will lead to effective implementation of sound assessment practices when supported by learning-team follow through.

We endorse a learning-team approach to developing classroom assessment expertise based on findings from professional development literature and research: educators learn best when the experience is collaborative, provides active learning opportunities right in the classroom, and focuses on student learning. In addition, few activities are more powerful for professional learning than reflection on practice. ATI’s learning-team materials allow participants time to study individually, to try out new ideas in the classroom, and to reflect on their learning with colleagues in small groups.

About ATI WorkshopsThe two “Leading Professional Development” (LPD) offerings help districts and schools develop the content knowledge of teams tasked with leading assessment literacy professional development. These two-day workshops prepare participants to give an introductory presentation consisting of an in-depth overview of the content and then to facilitate a continued learning experience using the text as the focus of study. These workshops are available at the district, regional, and state levels. They are also offered as a national workshops.

The three “Getting Started” (GS) professional development offerings give teachers an in-depth overview of assessment knowledge and skills in three areas: assessment quality, formative assessment, and standards-based grading. These workshops include hands-on practice and are designed to “jump-start” deeper learning and continued application over time through learning-team participation. These workshops are available at the school, district, and regional levels.

The “Formative Instructional Practices” online learning course teaches the foundations of formative assessment in a blended learning approach and includes materials for learning-team discussion and implementation. Support services for implementing blended learning with the course are also available. This course is available at the school, district, regional, and state levels.

The “Developing Balanced Assessment Systems” workshop is designed to help district and building leaders assess and revise their local assessment systems. This workshop is available at the district, regional, state, and national levels. It is also offered as a national workshop.

The “Assessment Cadre” option for large districts or consortia interested in a total scale-up implementation, prepares a select cadre of local presenters to offer one of the three “Getting Started” workshops in throughout the district or organization for a period of two or more years. This option is available at the district, regional, and state levels.

Classroom Assessment LiteracyThe knowledge and skills needed to:

1. Gather accurate information about student achievement.

2. Use the assessment process and its results effectively to improve achievement.

J. Chappuis, R. Stiggins, S. Chappuis, & J. Arter.

Classroom Assessment for Student Learning:

Doing It Right—Using It Well.

(Upper Saddle River, NJ: Pearson Education, 2012)

p. 2.

Formative AssessmentFormal and informal processes teachers and students use to gather evidence for the purpose of improving learning.

J. Chappuis

Seven Strategies of Assessment for Learning.

(Upper Saddle River, NJ: Pearson Education, 2009)

p. 5.

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Developing Balanced Assessment Systems Is your district assessment system working well to meet the information needs of all stakeholders? Do your policies reflect an understanding of the roles that formative and summative assessment play in a healthy assessment environment? Do your administrators know how to support the development of sound assessment practices at the classroom, school, and district levels?

In this one- or two-day workshop, school district leadership teams learn how create the conditions necessary to support a balanced assessment system.

Goals of the WorkshopBased on the content of the text Assessment Balance and Quality: An Action Guide for School Leaders, this session has two broad goals:

• To deepen participants’ understanding of a vision of excellence in assessment that centers on three big ideas: the meaning and importance of balanced assessment, quality assessment, and assessment for learning

• To prepare participants to audit their own system against seven actions to make this vision a reality

Target AudienceSchool administrators, district administrators, and other educators who have responsibilities for designing or monitoring local assessment systems

Learning TargetsTo accomplish the goals, participants will learn how to do the following:

• Understand the components of excellence in assessment

• Examine seven actions they can take to realize the vision of excellence in assessment

• Conduct a self-evaluation at the school, district, or organization level based on the seven actions

• Develop an action plan to achieve balance and quality in their local assessment system

Materials Provided• The text Assessment Balance and Quality: An Action Guide for School Leaders, 3rd edition,

by Steve Chappuis, Carol Commodore, and Rick Stiggins

• A workbook with action planning guidance

The Path to Assessment Balance and Quality:Seven Actions:

1. Balance your assessment system

2. Refine achievement standards

3. Ensure assessment quality

4. Help learners become assessors by using assessment for learning strategies in the classroom

5. Build communication systems that both support and report learning

6. Motivate students with learning success

7. Promote the development of assessment literacy

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Keys to Quality Classroom Assessment

Key 1: Clear Purpose

Who will use the information?

How will they use it?

What information, in what detail, is required?

Key 2: Clear Targets

Are learning targets clear to teachers?

What kinds of achievement are to be assessed?

Are these learning targets the focus of instruction?

Key 3: Sound Design

Do assessment methods match learning targets?

Does the sample represent learning appropriately?

Are items, tasks, and scoring rubrics of high quality?

Does the assessment control for bias?

Key 4: Effective Communication

Can assessment results be used to guide instruction?

Do formative assessments function as effective feedback?

Is achievement tracked by learning target and reported by standard?

Do grades communicate achievement accurately?

Key 5: Student Involvement

Do assessment practices meet students’ information needs?

Are learning targets clear to students?

Will the assessment yield information that students can use to self-assess and set goals?

Are students tracking and communicating their evolving learning?

Source: Reprinted with permission from J. Chappuis, R. Stiggins, S. Chappuis, & J. Arter, Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2nd edition (Upper Saddle River, NJ: Pearson Education, 2012), p. 5.

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Leading Professional Development in Classroom Assessment for Student Learning Are classroom assessments in your school yielding accurate information about student achievement? Do your teachers know how to use assessment instruments and processes to guide instruction and to involve students more deeply in learning?

In this two-day workshop, participants learn how to ensure that high-quality classroom assessment practices are in place in their schools and districts. The workshop provides the knowledge and materials needed to introduce the concepts of assessment quality to others. In addition, it provides the foundation needed to facilitate effective professional learning in classroom assessment using a learning-team model of implementation.

Target Audience School administrators, district administrators, staff development specialists, teacher leaders

Goals of the WorkshopThis workshop has four broad goals:

• To deepen understanding of the five keys to classroom assessment quality: Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement

• To provide practice with each key to quality

• To prepare participants to introduce key concepts to others

• To prepare participants to plan and manage learning-team-based study with the text Classroom Assessment for Student Learning: Doing It Right—Using It Well

Learning Targets To accomplish the goals, participants will learn how to do the following:

• Determine assessment purpose (formative or summative)

• Establish clear learning targets

• Deconstruct complex content standards (such as the Common Core State Standards) into classroom-level learning targets

• Convert learning targets to student-friendly language

• Audit an assessment for clear targets and the match to what was taught

• Select the appropriate method(s) to assess specific learning targets

• Follow the steps in planning a formative and a summative assessment

• Design assessments so that students can self-assess and set goals for further learning based on the results

• Set up a system for students to track their learning

• Introduce the five keys of classroom assessment quality to others

• Plan and facilitate continued learning with the text Classroom Assessment for Student Learning: Doing It Right— Using It Well, 2nd edition

Responsibilities Prior to the WorkshopDuring the workshop, participants are prepared to lead others in learning more about classroom assessment. To prep for this role, we ask that participants complete a reading assignment prior to attending the session. The materials and instructions will be e-mailed about four weeks before the institute date.

Materials Provided • The text Classroom Assessment for Student Learning: Doing It Right— Using It Well, 2nd edition, by Jan Chappuis,

Rick Stiggins, Steve Chappuis, and Judy Arter

• A CD with introductory presentation PowerPoint® slides, handouts, and talking points

• A workbook with planning information for learning-team facilitation

“ The presenter modeled learning rather than knowing, even

though it was completely obvious that she is an expert.”

—Building Administrator, Charlotte, NC

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“ [Leading Professional Development training] provided a

clear, concise vision for helping me return to my school

district and lead change in assessment practice.” —Building Administrator, Portland, OR

Leading Professional Development in Seven Strategies of Assessment for LearningAre high-impact formative assessment practices in place in your schools? Do your teachers know how to communicate the intended learning to students, offer effective and timely feedback, and prepare students to self-assess and set goals for further action?

In this two-day workshop, participants learn how to ensure that effective formative assessment practices are part of regular practice in their schools and districts. The workshop teaches the principles of assessment for learning: how teachers and students can use the assessment process and its results to improve learning. In addition, it provides the foundation needed to facilitate effective professional learning in formative assessment practices using a learning-team model of implementation.

Target Audience School administrators, district administrators, staff development specialists, teacher leaders

Goals of the WorkshopThis session has four broad goals:

• To deepen participants’ understanding of how assessment for learning practices can be woven into daily teaching activities

• To provide practice with each of the seven strategies

• To prepare participants to introduce key concepts to others

• To prepare participants to plan and manage learning-team-based study with the text Seven Strategies of Assessment for Learning

Learning TargetsTo accomplish the goals, participants will learn how to do the following:

• Help students develop a clear vision of the intended learning

• Use examples and models to communicate level of quality desired

• Provide descriptive feedback effectively and efficiently

• Teach students to self-assess and set goals

• Focus instruction and offer opportunities for focused revision

• Prepare students to track, reflect on, and share their learning progress

• Introduce the Seven Strategies of Assessment for Learning and the underlying research base to others

• Plan and facilitate continued learning with the text Seven Strategies of Assessment for Learning

Materials Provided • The text Seven Strategies of Assessment for Learning, by Jan Chappuis

• A CD with introductory presentation PowerPoint®, handouts, and talking points

• A workbook with planning information for learning-team facilitation

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Getting Started with Developing Classroom Assessment Expertise This series of three one-day workshops initiates the development of classroom assessment expertise at all levels. The Getting Started workshops prepare teachers to attend to issues of assessment quality, to use formative and summative assessments effectively, to determine student progress toward meeting content standards, to involve students more deeply in their own learning, and to implement standards-based grading practices.

Target Audience School administrators, professional learning facilitators, teachers

Getting Started with Classroom Assessment for Student Learning This one-day workshop is designed to deepen participants’ understanding of the five keys to classroom assessment quality. At the close of the workshop, participants will be ready to use the text to create high-quality classroom assessments and to use their results both formatively and summatively. This workshop teaches participants how to do the following:

• Differentiate formative and summative types of assessment and their uses

• Establish clear learning targets

• Deconstruct complex content standards into classroom-level learning targets

• Select assessment methods that match learning targets

• Involve students in the assessment process

• Continue the study and application of quality assessment practices with the book Classroom Assessment for Student Learning: Doing It Right—Using It Well

Materials Provided • The text Classroom Assessment for Student Learning: Doing It Right— Using It Well, 2nd edition

• A workbook with planning information for learning-team facilitation

Getting Started with Seven Strategies of Assessment for LearningThis one-day workshop, featuring Seven Strategies of Assessment for Learning, is designed to deepen understanding of research-based, high-impact formative assessment practices. At the close of the workshop, participants will be ready to use the text in continued study and implementation of these practices. This workshop teaches participants how to do the following:

• Develop student understanding of the learning targets at the focus of instruction

• Provide descriptive feedback effectively and efficiently

• Teach students to self-assess and set goals

• Continue the study and application of formative assessment practices with the book Seven Strategies of Assessment for Learning by Jan Chappuis

Getting Started with Sound Grading PracticesThis one-day workshop, based on the text A Repair Kit for Grading: 15 Fixes for Broken Grades, 2nd edition is designed to deepen understanding of standards-based grading practices that support learning. At the close of the workshop, participants will be ready to use the text in continued discussion and implementation of these practices. This workshop teaches participants how to do the following:

• Understand basic perspectives on grading from current experts in the field

• Determine grades so that they are accurate representations of student learning

• Identify and control for sources of bias that can distort grades

• Work with colleagues to establish grading practices that support the learning process

• Understand how to report student achievement using standards-based grades

• Continue the study and application of standards-based grading practices with the book A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor

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The Seven Strategies of Assessment for Learning organize research-based recommendations about assessment practices into an instructional framework that can improve student achievement. The seven strategies are structured around three formative assessment questions: “Where am I going?”; “Where am I now?”; and “How can I close the gap?” The framework is sequenced so that teachers can easily weave assessment for learning practices into daily instruction and assessment activities.

Where Am I Going?STRATEGY 1: Provide students with a clear and understandable vision of the learning target. Motivation and achievement both increase when instruction is guided by clearly-defined targets. Activities that help students answer the question, “What’s the learning?” set the stage for all further formative assessment actions.STRATEGY 2: Use examples and models of strong and weak work. Carefully chosen examples of the range of quality can both create and refine students’ vision of the learning goal by helping students answer the questions, “What defines quality work?” and “What are some problems to avoid?”

Where Am I Now?STRATEGY 3: Offer regular descriptive feedback. Effective feedback shows students where they are on their path to attaining the intended learning. It answers for students the questions, “What are my strengths?”; “What do I need to work on?”; and “Where did I go wrong and what can I do about it?”STRATEGY 4: Teach students to self-assess and set goals. The information provided in effective feedback models the kind of evaluative thinking we want students to be able to do themselves. Strategy 4 teaches students to identify their strengths and weaknesses and to set goals for further learning. It helps them answer the questions, “What am I good at?”; “What do I need to work on?”; and “What should I do next?”

How Can I Close the Gap?STRATEGY 5: Design lessons to focus on one learning target or aspect of quality at a time. When assessment information identifies a need, we can adjust instruction to target that need. In this strategy, we scaffold learning by narrowing the focus of a lesson to help students master a specific learning goal or to address specific misconceptions or problems.STRATEGY 6: Teach students focused revision. This is a companion to Strategy 5—when a concept, skill, or competence proves difficult for students, we can let them practice it in smaller segments, and give them feedback on just the aspects they are practicing. This strategy allows students to revise their initial work with a focus on a manageable number of learning targets or aspects of quality.STRATEGY 7: Engage students in self-reflection, and let them keep track of and share their learning. Long-term retention and motivation increase when students track, reflect on, and communicate about their learning. In this strategy, students look back on their journey, reflecting on their learning and sharing their achievement with others.

Source: Reprinted with permission from J. Chappuis, Seven Strategies of Assessment for Learning (Upper Saddle River, NJ: Pearson Education, 2009), pp. 11 – 13.

Seven Strategies of Assessment for Learning

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Formative Instructional Practices Online LearningFoundations of Formative Instructional Practices Learning PathPearson Assessment Training Institute (ATI), in partnership with Battelle for Kids, offers an online learning course, “Formative Instructional Practices,” to develop teachers’ skills in using formative assessment practices as a part of day-to-day instruction. The course is grounded in research and based on two of ATI’s central texts, Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2nd edition, and Seven Strategies of Assessment for Learning.

The course consists of five foundational modules and eight Common Core application modules. It also includes two leadership and coaching modules to support ongoing implementation of the content presented in the course.

Target Audience School and district administrators, professional learning facilitators, teacher leaders, K–12 educators, higher education faculty.

About Battelle for KidsBattelle for Kids is committed to transformational change in education that prepares all students for success in college, in the workforce, and in life. We specialize in creating strategies that advance human capital, the use of strategic measures, the implementation of effective practices, and communication with all stakeholders in schools. We partner with education organizations to improve educational leadership and student progress, inform instructional practice, and align goals and maximize impact in schools.

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Foundational ModulesModules 1–5 teach how to implement effective formative instructional practices in every classroom.

• Module 1: Introducing Formative Instructional Practices--Clarifies which formative practices have the highest impact on learning

• Module 2: Creating Clear Learning Targets--Teaches how to ensure content standards are clear to the teacher and student

• Module 3: Collecting and Documenting Evidence of Student Learning-- Focuses on collecting accurate evidence of learning and strategies for documenting formative assessment results

• Module 4: Analyzing Data and Providing Effective Feedback--Explains how to analyze different sources of information to plan further instruction and how to use that information to provide actionable feedback

• Module 5: Involving Students: Peer Feedback, Self-Assessment, and More--Shows how to prepare students to give each other effective feedback; self-assess; create specific and challenging goals; and track, reflect on, and share their learning with others

Leadership ModulesModules 6–7 offer leadership guidance for initiating and sustaining implementation.

• Module 6: Leading Formative Instructional Practices--Explains how to plan for and promote a systematic approach to adopting and sustaining formative instructional practices throughout the system

• Module 7: Coaching Formative Instructional Practices--Teaches how to use the modules in a blended learning experience, provide teachers with effective feedback, and employ resources and strategies that support formative instructional practices

Common Core Application ModulesModules 8–13 provide additional guidance and practice with deconstructing standards, classifying learning targets, creating student-friendly versions of learning targets, and organizing targets into logical progressions for learning, focused on the Common Core State Standards.

• Module 8: Creating Clear Learning Targets in ELA in Elementary School

• Module 9: Creating Clear Learning Targets in ELA in Middle School

• Module 10: Creating Clear Learning Targets in ELA in High School

• Module 11: Creating Clear Learning Targets for Mathematics in Elementary School

• Module 12: Creating Clear Learning Targets for Mathematics in Middle School

• Module 13: Creating Clear Learning Targets for Mathematics in High School

Transitioning to the Common Core with FIP ModulesModules 14–15 provide exemplars of how the four core components of formative instructional practices (FIP) work together in a specific Common core subject.

• Module 14: Elementary School Math in Action

• Module 15: High School ELA in Action

Launching Formative Instructional PracticesThis one-day training will prepare leadership teams to launch a formative instructional practices (FIP) system by helping them understand the core components of FIP and the role of all stakeholders, including leaders, teachers, students, and parents. In addition, participants will learn about the importance of taking an intentional approach to change and structuring an effective blended learning delivery system.

Goal of the Session To help participants understand the mission and components of formative instructional practices and learn how to launch and implement a system wide learning experience by taking an intentional approach to change.

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ATI ConferencesTo be exposed to many authors, experts, and effective practitioners in a short time, and gain insights that can drive your vision of implementation in your district, school, or classroom…consider attending ATI’s Summer Assessment Conference or Winter Grading Conference.

ATI Summer Conference on Classroom Assessment Each year, ATI hosts a conference in July focused on current issues surrounding classroom assessment at the classroom and leadership levels. Keynotes and breakout sessions this year elaborate on the connections between assessment and teacher effectiveness, teaching and assessing for creativity, links to assessment and subject-area instruction, assessment and motivation, and high-impact formative assessment practices.

Target Audience School and district administrators, professional learning facilitators, teacher leaders, K–12 educators, higher education faculty

Sound Grading Practices Conference Grades are only as accurate as the assessments upon which they are built. Grades can decrease in accuracy if the procedures used to arrive at the final grade aren’t sound and if there are variables included in the grade that are unrelated to subject matter mastery. Presentations at this conference provide both classroom teachers and school/district leaders with a deeper understanding of the issues involved in sound grading practices, as well as practical strategies and alternatives, in order to change how students are graded.

Target Audience School and district administrators, professional learning facilitators, teacher leaders, K–12 educators, higher education faculty

For a complete conference program description or to register for a conference, please visit www.ati.pearson.com

Capacity Builder Plus: Develop an Assessment CadreBuild organization-wide capacity by working with Pearson ATI to create your own cadre of classroom assessment specialists to become trainers using ATI-developed materials. This option, for large districts or consortia interested in a total scale-up implementation, prepares a select cadre of presenters to offer one of three Pearson ATI one-day workshops:

• Getting Started with Classroom Assessment for Student Learning

• Getting Started with Seven Strategies of Assessment for Learning

• Getting Started with Sound Grading Practices

The initial preparation of the assessment cadre takes place over three days and is limited to 25 participants to ensure quality and fidelity. A follow-up day is also recommended to take place after a cadre has delivered one or more workshops. An Organization/School District can elect to add days at its discretion, on mutually agreed-upon topics, to the preparation of a cadre of presenters. The Organization/School District can elect to train one or more cadres.

After cadres have been trained, Pearson ATI grants use of the PowerPoint® deck, facilitator handbook, and participant workbook associated with the one-day workshop for the express purpose of use within the organization. Under the site license agreement that accompanies this model, Pearson provides the electronic files for duplication and grants the district permission to copy and use the materials for a period of two or more years.

Target AudienceSchool and district administrators, staff development specialists, teacher leaders

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ATI PublicationsClassroom Assessment for Student Learning: Doing It Right - Using It WellBy: Jan Chappuis, Rick Stiggins, Steve Chappuis, & Judith ArterISBN: 0132685884Classroom Assessment for Student Learning, 2/e is a combination textbook and workbook grounded in research shown to increase student motivation and learning through improved classroom assessment. Presented in a format appropriate for use by individuals or collaborative learning teams, the book teaches two central concepts: How to create accurate classroom assessments of all types and how to integrate assessment with instruction day to day, with a focus on student involvement.

Seven Strategies of Assessment for LearningBy: Jan ChappuisISBN: 0132548755This practical book organizes research-based recommendations about classroom assessment practices around three formative assessment questions: “Where am I going?”; “Where am I now?”; and “How can I close the gap?” The framework is sequenced so that you can easily weave assessment for learning practices into daily teaching and assessment activities.

Repair Kit for Grading, A: Fifteen Fixes for Broken Grades with DVDBy: Ken O’ConnorISBN: 0132488639Communicating about student achievement requires accurate, consistent and meaningful grades. In many schools, grades are “broken” and teachers and schools need a “repair kit” to fix them. A Repair Kit for Grading: 15 Fixes for Broken Grades, 2/e gives teachers and administrators 15 ways to make the necessary repairs.

Assessment Balance and Quality: An Action Guide for School LeadersBy: Steve Chappuis, Carol Commodore, Rick J. StigginsISBN: 013254878x Assessment Balance and Quality: An Action Guide for School Leaders, 3/e, is designed to enhance administrators’ understanding of sound assessment practice and to offer a clear vision of what excellence in assessment looks like system-wide. It includes seven essential assessment actions schools and districts can take to realize that vision.

Creating & Recognizing Quality RubricsBy: Judith A. Arter & Jan ChappuisISBN: 0132548690 Teachers learn to choose or develop sound instructional rubrics and to use rubrics effectively with students to maximize learning. An accompanying CD-ROM contains more than 25 sample rubrics.

Ten Things That Matter From Assessment to GradingBy: Tom SchimmerISBN: 0133064026Outlines the big ideas of assessment so teachers can prioritize where to refine their practice. Structured in standalone, quick-read chapters, its flexible approach lets readers choose the material that matters most to them. Tips, guided questions, and next steps encourage readers to get started on their own path to fair and balanced assessment and grading.

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ATI Case Study: Miles Elementary School, Erlanger, Kentucky

New Assessment Practices Impact School Culture and Achievement Levels

The Need for ChangeIn 2003, shortly after Bryant Gillis became the principal at Miles Elementary, the student population at the school began to change dramatically. The number of transient families in the area increased, and the percentage of students eligible for free and reduced lunch jumped from 15% to 53%.

According to Bryant, “Faced with a changing student population, we had to take a hard look at what was not working in our school as regards the Kentucky core content. We came to the conclusion that our unit-driven approach, with a test at the end of each unit, meant that teachers were out of touch with what students were learning on a daily basis.”

Teacher Learning TeamsAlready familiar with the ATI professional development model of collaborative learning teams, Bryant decided to bring the whole staff together to talk about change. “Change was a tough concept for some people,” says Bryant, “but most teachers quickly recognized we could not continue the same old way. They saw that our system was outdated and we had to adapt to new circumstances.”

Following ATI guidelines, Bryant began by setting up learning teams of teachers at each grade level to discuss ideas and divide up tasks. The teams worked together to review the curriculum and standards, identify classroom learning targets, plan student involvement, and build quality classroom assessments aligned to the targets.

This was the first step toward forming professional learning communities organized by grade level. The PLCs now meet every week to study a chapter of the Assessment Training Institute materials, talk through the learning targets, and narrow down assessments to fit the targets. In addition, the grade level teams meet monthly with the principal, special education teachers, counselors, and other stakeholders to refine the program for RTI students.

“The ATI books gave us a pattern of how to scaffold lessons,” says Bryant. “When we provided the right books and the right training, the fire caught on.”

“ When we provided the right books and the right training, the fire caught on. ”

— Bryant Gillis, Principal, Miles Elementary School

Conferences and WorkshopsIn addition to embedded professional development, teachers attended statewide ATI workshops and conferences sponsored by the Kentucky Department of Education over a two-year period, as well as workshops in other states. “They always came back excited,” says Bryant. “As a result of the workshops, our teachers started a new program whereby they routinely provide targeted intervention for any student who is one grade level or more behind and enrichment for those who are doing well.”

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Student Involvement As part of the Assessment Training Institute program, Miles Elementary began to involve students in setting their own academic goals, to target the MAPS assessments conducted three times a year in the district. The objectives were to respond to individual needs, keep students motivated, and track progress.

“Students like being involved, and they’re good at it,” says Bryant. “And it has an impact—attitudes have changed.” The school has seen increased levels of selfconfidence and motivation as students have become more responsible partners in the assessment process.

In addition, parent-teacher conferences have become student-parent-teacher conferences at Miles Elementary. Staff agree that involving students in their own learning has helped them build the skills they need to take increased responsibility for their academic performance.

ImpactState test scores have improved significantly at Miles Elementary despite the changing demographics. According to Bryant, “The ATI program has had a huge impact on student performance. Our scores have increased steadily every year, from 70% to 83% proficiency rate in reading and from 75% to 85% in math, and we are consistently beating the district and state averages.”

% Proficient or Above in Mathematics

% Proficient or Above in Reading

Working with a parent committee, the school has also moved to a new report card format that indicates the level of mastery for every skill in the standards. “Now we have no grades, no extra credit, and no guesswork,” says Bryant.The ATI program has bonded the teachers together and changed the culture of the school. “Our teachers have gone from anxiety about change to asking where do we go from here to meet each child’s needs,” says Bryant. “We’ve moved from looking for the answer to finding the answer. We now have a truly assessment-driven curriculum that continually builds on ongoing formative assessment.”

School District State

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“ There is a firm body of evidence that formative assessment is an

essential component of classroom work and that its development can

raise standards of achievement.” — Paul Black and Dylan Wiliam (1998)

Inside the Black Box: Raising Standards through Classroom Assessment

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