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Free Reproducibles

Rebooting Assessment

A Practical Guide for Balancing Conversations, Performances, and Products

Embrace a technology-supported and balanced approach for performance-based assessment. Use triangulation of assessment through performance observations, conversations, and physical products to accurately measure student competence for learning objectives.

Benefits

  • Understand how balanced classroom assessment leads to deeper student engagement, greater equity, and increased reliability.
  • Discover the role of formative and summative assessments and how to use triangulation to assess student learning outcomes.
  • Watch video clips that feature real-life teachers and students implementing balanced assessment in the classroom.
  • Learn how to develop positive relationships with students and create a learning environment characterized by trust and collaboration.
  • Understand how to use technology and digital evidence to support assessment, including student self-assessment and peer assessment.
  • Rely on the teacher-readiness scale to help you identify your comfort level with the types of assessment and approaches within the book.

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Finding Your Blind Spots

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Table of Contents

Chapter 1: Why Is Balanced Assessment Important?
Chapter 2: How Do I Plan for Balanced Assessment?
Chapter 3: How Do I Assess Learning Through Conversations and Performances?
Chapter 4: How Can I Use Technology to Support Assessment?
Chapter 5: How Do I Use the VOCAL Approach to Improve Learning?
Chapter 6: How Should I Communicate About Learning in the Digital Age?
Epilogue: Final Thoughts
Appendix: Tools to Support Rebooting Assessment

REPRODUCIBLES

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Appendix

SUGGESTED RESOURCES

Books

  • Cohen, R. K., Opatosky, D. K., Savage, J., Stevens, S. O., & Darrah, E. P. (2021). The metacognitive student: How to teach academic, social, and emotional intelligence in every content area. Bloomington, IN: Solution Tree Press.
  • Cooper, D. (2011). Redefining fair: How to plan, assess, and grade for excellence in mixed-ability classrooms. Bloomington, IN: Solution Tree Press.
  • Crockett, L. W., & Churches, A. (2018). Growing global digital citizens: Better practices that build better learners. Bloomington, IN: Solution Tree Press.
  • DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
  • Grafwallner, P. (2021). Not yet . . . and that’s OK: How productive struggle fosters student learning. Bloomington, IN: Solution Tree Press.
  • Guskey, T. R. (2015). On your mark: Challenging the conventions of grading and reporting. Bloomington, IN: Solution Tree Press.
  • Kerr, D., Heller, J., Hulen, T. A., & Butler, B. K. (2021). What about us? The PLC at Work process for grades preK–2 teams. Bloomington, IN: Solution Tree Press.
  • Kise, J. A. G. (2021). Doable differentiation: Twelve strategies to meet the needs of all learners. Bloomington, IN: Solution Tree Press.
  • McTighe, J., & Curtis, G. (2019). Leading modern learning: A blueprint for vision-driven schools (2nd ed.). Bloomington, IN: Solution Tree Press.
  • Reeves, D. (2016). Elements of grading: A guide to effective practice (2nd ed.). Bloomington, IN: Solution Tree Press.
  • Townsley, M., & Wear, N. L. (2020). Making grades matter: Standards-based grading in a secondary PLC at Work. Bloomington, IN: Solution Tree Press.
  • Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Bloomington, IN: Solution Tree Press.

Websites

Introduction

Chapter 4

Chapter 5

Chapter 6

Appendix

VIDEO LINKS

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6