Holdings: Common formative assessment

Common formative assessment: a toolkit for professional learning communities at Work

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Bibliographic Details
Main Authors:	Bailey, Kim (Author), Jakicic, Chris (Author)
Format:	Book
Language:	English
Published:	Bloomington, IN Solution Tree Press 2012
Subjects:	Educational tests and measurements Professional learning communities Teaching teams Schulleistungsmessung
Online Access:	Inhaltsverzeichnis
Item Description:	Includes bibliographical references and index
Physical Description:	XIII, 129 S.
ISBN:	9781936765140 9781936765164

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MARC


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Record in the Search Index

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adam_text	IMAGE 1 TALEOECONTENTS REPRODUCIBLE PAGES ARE IN ITALICS. VISIT GO.SOLUTION-TREE.COM/ASSESSMENT TO DOWNLOAD THE REPRODUCIBLES IN THIS BOOK. ABOUTTHE AUTHORS IX FOREWORD XI INTRODUCTION 1 CHAPTER1 GETTING STARTEDASA COLLABORATIVE TEAM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 THEBIGIDEASOF A PROFESSIONAL LEARNING COMMUNITY 3 THEROLEOF TEAMS INA PLC . . . . . . . . . . . . . 5 THENUTSANDBOLTSOFWORKING ASATEAM.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 WHERE 00 WESTART? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 FULLSPEED AHEAD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 CHAPTER2 SETTING THESTAGE FOR COMMON FORMATIVE ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . 13 FORMATIVE VERSUS SUMMATIVE ASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 WHATDOES COMMON MEAN?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 BENEFITS OF COMMON ASSESSMENTS 16 PUTTINGIT TOGETHER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 ABALANCED ASSESSMENT SYSTEM.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 00 WEHAVE TIMETO 00 IT ALL? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 GRADING PRACTICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 GATHERING ANDCOLLECTING DATA 24 V IMAGE 2 VI COMMONFORMATIVEASSESSMENT CHAPTER 3 POWER STANDARDS-THEESSENTIALOUTCOMES . . . . . . . . . . . . . . . . . . . . . . . . . . 27 MOVING FROMINDIVIDUAL TO TEAM DECISIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 DEFINING MOSTIMPORTANT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 ACHIEVING CLARITYABOUTSTANDARDS VOCABULARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 WHATMAKES LEARNING ESSENTIAL?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 ALIGNING THEPOWER STANDARDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 WHERE 00 THECOMMON CORESTATESTANDARDS FIT IN? 34 TIMEISANIMPORTANTFACTOR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 SCHOOLWIDE OR DISTRICTWIDE POWER STANDARDS? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 USE,REVIEW, ANDREWRITE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 CHAPTER 4 THEUNWRAPPING PROCESS-ACHIEVING COLLECTIVE CLARITYONLEARNING TARGETS . . . . . . . . . . 37 LOOKING AT THESTRUCTUREOF YOURSTANDARDS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 UNWRAPPING THESTANDARDS 40 GETTING STARTEDASATEAM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 WE VEUNWRAPPED DURSTANDARDS-NOW WHAT? 47 CHAPTER 5 DESIGNING QUALITY COMMON FORMATIVE ASSESSMENTS 49 STEPDNE:DECIDE WHATTO ASSESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 STEPTWO:DECIDE HOWTO ASSESS 51 STEPTHREE:DEVELOP THEASSESSMENT PLAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 STEPFOUR:DETERMINE THETIMELINE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 STEPFIVE:WRITETHEASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 STEPSIX:REVIEW THEASSESSMENT BEFOREADMINISTRATION 60 STEPSEVEN: SETPROFICIENCY CRITERIAANDDECIDE HOWTO GATHER THEDATA. . . . . . . . . . . . . . . . . . . . . 60 FINALTHOUGHTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 CHAPTER 6 THEBIGPICTURE-PACINGGUIDES ANDUNITDESIGN 63 FROMISOLATEDSTANDARDS TO ANINSTRUCTIONAL ROADMAP 64 DEVELOPING A PACINGGUIDE 64 BACKWARD PLANNING OF SPECIFICUNITS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 DESIGNING INSTRUCTION FOR 21STCENTURY SKILLS 71 FINALTHOUGHTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 IMAGE 3 TABLEOF CONTENTS VII CHAPTER7 NOWWHAT? USINGDATATO MAKEA DIFFERENCE. . . . . . . . . . . . . . . . . . . . . . . . . . 73 STEPONE: GATHERING THEDATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 STEPTWO: ANALYZING THEDATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 STEPTHREE: PLANNING THERESPONSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 STEPFOUR:REVIEWING THEASSESSMENT 79 STEPFIVE:NEXTSTEPS 80 FINALTHOUGHTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 CHAPTER8 GETTING THEMOSTBANGFORYOUR SSESSMENT BUCK-INVOLVINGSTUDENTS 83 HELPSTUDENTS KNOW WHATTHEY WILLLEARNANDWHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 ENGAGE STUDENTS IN DEFINING QUALITY WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 FOCUS ONTIMELY, EFFECTIVE FEEDBACK ANDSELF-REPORTING-NOT GRADES 87 PARTNERWITHSTUDENTS TO MONITOR THEIRPROGRESS ANDCOMMUNICATE THEIRSTRENGTHS ANDWEAKNESSES 88 FINALTHOUGHTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 CHAPTER9 SUSTAINING THEWORK 91 REMAIN FOCUSED ONTHEWHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 REFLECTONALLTHEBENEFITS OF USING COMMON FORMATIVE ASSESSMENTS 92 PROVIDE ORSEEKSUPPORT TOR TEAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 BUILDCAPACITY TO LEADTHEWORK 93 REMEMBER THATEXPERIENCE YIELDSEFFICIENCY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 BEATTENTIVE TO BOTHIMMEDIATE ANDSYSTEMIC LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 CELEBRATE SUCCESSES 95 ACALLTO ACTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 APPENDIX TOOLS FORTEAMS.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 WORK CYCLETOR TEAMS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 SMART GOALS ANDACTIONPLANNING WORKSHEET.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 100 BALANCED ASSESSMENT SYSTEM FRAMEWORK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 101 SAMPIE AGENDA TOROETERMINING POWER STANDARDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 102 SAMPIE AGENDA TOR UNWRAPPING STANDARDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 103 UNWRAPPING TEMPLATE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 104 IMAGE 4 VIII COMMONFORMATIVEASSESSMENT UNWRAPPING TEMP/ATE FOR BAEKWARD P/ANNING . . . . . . . . . . . . . . . . . . . . . .. 105 EVA/UATING THEQUA/ITY OFANASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 106 SAMP/E PROTOEOLFORDEVE/OPING ANASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 107 ASSESSMENT PLAN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 108 PAEING GUIDE TEMP/ATE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 109 BAEKWARD P/ANNING UNITDESIGN TEMP/ATE 110 DATATEAM MEETING TEMP/ATE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 PROTOEO/ FORDATATEAM MEETING 115 STUDENT-/NVO/VED ASSESSMENT WORKSHEET 116 SHORT-TERM CYE/E.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 LONG-TERM CYE/E 118 CONSIDERATIONS FOR THEFUTURE 119 REFERENCES ANDRESOURCES INDEX . 121 127
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spelling	Bailey, Kim Verfasser aut Common formative assessment a toolkit for professional learning communities at Work Kim Bailey and Chris Jakicic Bloomington, IN Solution Tree Press 2012 XIII, 129 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational tests and measurements Professional learning communities Teaching teams Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 s DE-604 Jakicic, Chris Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024596970&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Bailey, Kim Jakicic, Chris Common formative assessment a toolkit for professional learning communities at Work Educational tests and measurements Professional learning communities Teaching teams Schulleistungsmessung (DE-588)4077202-0 gnd
subject_GND	(DE-588)4077202-0
title	Common formative assessment a toolkit for professional learning communities at Work
title_auth	Common formative assessment a toolkit for professional learning communities at Work
title_exact_search	Common formative assessment a toolkit for professional learning communities at Work
title_full	Common formative assessment a toolkit for professional learning communities at Work Kim Bailey and Chris Jakicic
title_fullStr	Common formative assessment a toolkit for professional learning communities at Work Kim Bailey and Chris Jakicic
title_full_unstemmed	Common formative assessment a toolkit for professional learning communities at Work Kim Bailey and Chris Jakicic
title_short	Common formative assessment
title_sort	common formative assessment a toolkit for professional learning communities at work
title_sub	a toolkit for professional learning communities at Work
topic	Educational tests and measurements Professional learning communities Teaching teams Schulleistungsmessung (DE-588)4077202-0 gnd
topic_facet	Educational tests and measurements Professional learning communities Teaching teams Schulleistungsmessung
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024596970&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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