Common formative assessments : how to connect standards-based instruction and assessment / Larry Ainsworth, Donald Viegut ; foreword by Douglas B. Reeves. [print]

Foreword Douglas B. Reeves Preface Acknowledgments About the authors Introduction -- 1. The big picture : how powerful practices connect -- The parts of the whole -- The circle graphic Begin with power standards Begin with data Begin with "unwrapping" the standards -- The standards-assessment alignment diagram Predictive value -- A value of compete alignment -- 2. Formative and summative assessments -- The purposes of assessment Formative and summative assessments defined Changing the traditional instruction-assessment cycle Assessment of learning Assessment for learning Is this assessment formative or summative? Aligning formative and summative assessments Teaching to the test? -- 3. Aligning common formative assessments to standards Why power standards? Statistical rationale for identifying power standards Coverage vs. depth Prioritization, not elimination Which to "power" : standards, benchmarks, or indicators Special educators, second language educators, and special area educators Interdisciplinary power standards Aligning power standards, common formative assessments, and common summative assessments Aligning instruction and assessment to power standards Collaborative common assessment planning Frequency of common power standards assessments --

4. Connecting "unwrapped" standards to common formative assessments Step 1 : "Unwrap" the power standards Step 2 : Create a graphic organizer Step 3 : Determine the big ideas Step 4 : Write essential questions From "unwrapped" standards : foundation for instructional design Classroom performance assessments From classroom performance assessments to common formative post-assessments -- 5. Assessment literacy -- The need for assessment literacy -- A variety of assessment types Major types of assessment major types of assessment defined Applying assessment literacy to individual classroom assessment Applying assessment literacy to common formative assessment Fairness, reliability, and validity Changing conventional assessment practice -- 6. Developing and refining common formative assessments -- Getting started Focusing on process, not results Improving the quality of common formative assessments Deliberate delay of professional development Write first, refine later Assessment design cycle Creating a safe and supportive environment Aligning common formative assessments to power standards Activity 1 : Check for alignment and frequency Activity 2 : Identify assessment types Activity 3 : Evaluate assessments by established criteria Activity 4 : Develop an action plan for improvements -- The role of administrators --

7. Collaborative scoring of common formative assessments Creating a culture of collaboration Professional learning communities Option 1 : External scoring Option 2 : Independent scoring Option 3 : Collaborative scoring Preparing to score constructed-response assessments Designing a collaborative scoring guide Teacher-designed, student-revised scoring guides Peer- and self-assessment by students Steps in the collaborative scoring process Implications for grading Collective wisdom Ready for the data team process -- 8. Collaborative analysis of common formative assessment results Data rich, information poor Benefits of systematic data analysis Background of data-driven decision-making model Data team process overview Step 1 : Charting the data Step 2 : Analyzing strengths and challenges Step 3 : Setting team goal Step 4 : Selecting instructional strategies Step 5 : Determining the results indicators Implications for intervention and acceleration -- The action plan -- The post-assessment data team meeting Meeting, not meeting goals Teacher reflections --

9. Schoolwide and districtwide implementation of common formative assessments Creating the conditions "Whole to part" understanding High expectations with accompanying support High support strategies Sustained professional development Holding to intention in spite of hurdles -- Challenges to finding time Key strategies for creating time Collaborative leadership Leaders must foster trust Do it right the first time Implementation framework for planning -- 10. Guidelines for systemwide sustainability Establish a culture of improvement Self-reflection questions for leaders Sage advice Sustained focus Choose your moment Relationships Sustainability Structures for sustainability Influencing the external culture Associating with the best PreK-18 collaboration Conclusion Resource : A framework for implementing powerful practices Bibliography Index.

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