|
Search Results
| Search Results |
|
|
Results
1 through 10 of 14 |
|
Maximizing the Power of Formative Assessments
Phi Delta Kappan, Vol. 90, No. 9 (May 2009): pp. 640-644.
By Rick Stiggins and Rick DuFour
Assessments created collaboratively by teams of teachers who teach the same course or grade level represent a powerful tool in effective assessment in professional learning communities. To be effective, these assessments must meet four conditions: clear learning targets, a commitment to standards-based instruction, high-quality assessment, and effective communication.
(5pp.)
List Price: $4.95
|
|
Assessment FOR Learning in Upper Elementary Grades
Phi Delta Kappan, Vol. 90, No. 6 (February 2009): pp. 419-421.
By Rick Stiggins
As students enter the upper elementary grades, the emotional dynamics of their assessment experiences begin to affect them in both helpful and harmful ways. Those who experience success on assessments gain a strong sense of academic self-efficacy. Those who experience failure lose their sense of control over their own academic well-being. The author explains how to make the assessment experience productive for learners regardless of the level of proficiency attained. The author holds copyright to this article. Distributed by Phi Delta Kappa International with permission.
(3pp.)
List Price: $4.95
|
|
Effective Instructional Leadership Requires Assessment Leadership
Phi Delta Kappan, Vol. 90, No. 4 (December 2008): pp. 285-291.
By Rick Stiggins and Dan Duke
Principals can play a pivotal role in the improvement of student learning by helping teachers develop and use sound classroom assessments that will strengthen instruction and student learning. The typical teacher will spend a quarter to a third of her or his available professional time involved in assessment-related activities. If they do it well, both teachers and students gain access to evidence that can be used in making sound instructional decisions; if they do it poorly, learning will suffer. In spite of this, little of principals’ preparation time is spent learning about assessments. The author holds copyright to this article. Distributed by Phi Delta Kappa with permission.(7pp.)
List Price: $4.95
|
|
Assessment for Learning: A Key to Motivation and Achievement (PDF)
EDge: The Latest Information for the Education Practitioner, Vol. 2, No. 2 (November/December 2006): 1-20.
Rick Stiggins
The role of schools has changed. Schools previously sorted students from the highest to the lowest achievers. But now schools have evolved into places where all students are expected to meet increasingly rigorous academic standards. As the role of schools has changed, so have the purposes of our assessment practices. Assessments must now support the learning of all students so that all can succeed at meeting standards. A balanced assessment program, used appropriately, promises to accomplish this.
EDge Magazine is published as a member benefit and can be accessed on the PDK website. Members must log in at www.pdkintl.org before they will be able to download the PDF. New issues are published online bimonthly beginning in September for a total of five issues each volume year. Paper copies of back issues are at www.pdkstore.org.(20pp.)
List Price: $6.95
|
|
Assessment for Learning: A Key to Motivation and Achievement (Print Version)
EDge: The Latest Information for the Education Practitioner, Vol. 2, No. 2 (November/December 2006): 1-20.
Rick Stiggins
The role of schools has changed. Schools previously sorted students from the highest to the lowest achievers. But now schools have evolved into places where all students are expected to meet increasingly rigorous academic standards. As the role of schools has changed, so have the purposes of our assessment practices. Assessments must now support the learning of all students so that all can succeed at meeting standards. A balanced assessment program, used appropriately, promises to accomplish this.
EDge Magazine is published as a member benefit and can be accessed on the PDK website. Members must register and log in at www.pdkintl.org before they will be able to download the PDF. New issues are published online bimonthly beginning in September for a total of five issues each volume year. Paper copies are available at www.pdkstore.org.(20pp.)
List Price: $6.95
|
|
From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools
Phi Delta Kappan, Vol. 85, No. 04 (December 2005): 324-328.
Rick Stiggins
Society has supplemented the mission of its schools. Now schools are to both sort students and bring all students to specified levels of competence. This has given rise to intense interest in formative assessment and the efficient data management for instructional decision making. In this article, the author stretches the conventional definition of formative to weave students into the classroom assessment, record keeping, and communication process, citing worldwide evidence of the remarkable achievement gains that result. Article copyright Rick Stiggins. Distributed by Phi Delta Kappa International with permission.
[Related terms: success / summative](5pp.)
List Price: $4.95
|
|
New Assessment Beliefs for a New School Mission
Phi Delta Kappan, Vol. 86, No. 01 (September 2004): 22-27.
Rick Stiggins
Stiggins highlights several reasons why 60 years of standardized testing has given rise to so little increased student learning. He contends that these tests are insufficient as an assessment basis for school improvement. Besides, educators have never been provided with the assessment literacy needed to use them productively. As an alternative vision of excellence in assessment, Stiggins urges a balance between standardized assessments of learning and classroom assessments for learning. He presents the research evidence of the remarkable achievement gains that would result from such balance.
The author holds copyright and has requested that the article be made available online through this website.
[Related terms: accountability / achievement / dropouts / classroom assessment / high-stakes](6pp.)
List Price: $4.95
|
|
Assessment Crisis: The Absence of Assessment FOR Learning
Phi Delta Kappan, Vol. 83, No. 10 (June 2002): 758-765.
Richard J. Stiggins
The purpose of this presentation is to differentiate between assessments OF learning, which serve to check student achievement status at a particular point in time, from assessments FOR learning, which serve to help students learn more. For decades, the United States has been a nation obsessed with local, state, national and international standardized assessments OF learning for purposes of public accountability. At the same time, we have almost completely ignored the use of day-to-day classroom assessments FOR learning. This article argues that we must balance the two, delineates the principles of assessment FOR learning, describes how teachers can master those principles, and references the mountain of international research revealing the unprecedented gains in student achievement that result from their implementation.(8pp.)
List Price: $4.95
|
|
Assessment, Student Confidence, and School Success
Phi Delta Kappan 81, No. 3 (November 1999): 191-198.
Richard J. Stiggins
We misunderstand the relationship between assessment and student motivation, the author asserts. Conventional wisdom holds that the way to spur greater effort is through intimidation by means of the threat of dire consequences for low test scores. In this article he questions the notion that intimidation by assessment will lead to more effective schools, and he offers an alternative vision in which we use assessment to build student confidence in the service of school improvement.(8pp.)
|
|
Report Card Grading: Strategies and Solutions
Portland, Oreg.: The Assessment Training Institute, 1999. (video)
Richard J. Stiggins
This video, by Dr. Rick Stiggins, explores the ins and outs of report card grading through insightful discussion and hands-on activities. The video is designed to help educators develop more effective grading practices.(0pp.)
|
Next Page >
|
|
|
