Includes bibliographical references (pages 217-220) and index.

Introduction: #assessmentliteracy -- Contextualizing assessment within curricula and instruction -- The convergence of research and practice: seven strategies of assessment for -- Learning meets high-impact strategies -- Clear learning targets: clarity is the goal! -- Mapping, visual literacy, and assessment for learning -- Putting feedback into action -- Metacognition, self-assessment, goal setting, and reflection: GPA matters! -- (goals, plans, and actions, that is!) -- Diagnosing student learning needs during the learning process -- The whole learner and nothing but the learner -- High-impact professional learning principles and communities of practice: -- Let's get it right! -- Professional learning strategies and tools for creating assessment-literate -- Educators -- Assessing student growth and teacher effectiveness -- The #assessmentliteracy challenge.

"5 High Quality Design Standards + 7 High Impact Strategies = Assessment Literacy presents assessment literacy in the context of three essential questions: What is good teaching? What is good learning? And what is good classroom assessment? Merely focusing on assessment with no connection to teaching and learning is to overlook the power of assessment for learning. The book pulls together several models: 1) the five keys of quality assessment, 2) Hattie's work on Visible Learning, and 3) the seven strategies of assessment for learning. The book emphasizes the importance of clear purposes and the essential place of assessment for learning, and even as a higher priority than assessment of learning in professional development for teachers. In addition, the authors' overlay of high impact strategies with the seven strategies of assessment for learning shows the power of the model as a guide for teachers and leaders to maintain focus for professional development and high impact classroom practices. The book also provides an updated set of examples that explain the seven strategies: clear learning targets and models of strong and weak student work (where am I going?); descriptive feedback and self-assessment and goal setting (where am I now?); and diagnosing learning needs and matching with high impact strategies, focused practice with feedback, and self-reflection and tracking progress (what are my next steps?). Finally, the book presents organizing structures based on the most recent aggregations of empirical evidence (Hattie, 2009; 2012) so that teachers and leaders can make informed choices for areas of emphasis and focus." -- Provided by publisher.

Merely focusing on assessment with no connection to teaching and learning is to overlook the power of assessment for learning. This book pulls together several models: 1) the five keys of quality assessment, 2) Hattie's work on Visible Learning, and 3) the seven strategies of assessment for learning.

College of Education Graduate Studies Master of Arts in Education Major in Teaching Elementary School Subjects

College of Education Graduate Studies Master of Arts in Education Major in Teaching Secondary School Subjects

Text in English