Classroom Assessment for Student Learning

About our authors Jan Chappuis, educator and author, joined Rick Stiggins at the Assessment Training Institute in Portland, Oregon, in 2001. Prior to that she had been an elementary and secondary teacher as well as a curriculum developer in English/language arts, mathematics, social studies and world languages. For over 25 years, she has written books and developed workshops on classroom assessment literacy, presenting both nationally and internationally. She is recognized as a national thought leader in the area of formative assessment for her work in translating research into practical classroom applications. She is the author of Seven Strategies of Assessment for Learning (2015) and Learning Team Facilitator Handbook (2007), and co-author of Creating and Recognizing Quality Rubrics (2006), Classroom Assessment for Student Learning: Doing It Right, Using It Well (2012), and Understanding School Assessment: A Parent and Community Guide to Helping Students Learn (2002). Richard Stiggins founded the Assessment Training Institute in Portland, Oregon, in 1992 to provide professional development for educators facing the challenges of day-to-day classroom assessment. Dr. Stiggins received his bachelor's degree from the State University of New York at Plattsburgh, master's degree in industrial psychology from Springfield (MA) College, and doctoral degree in education measurement from Michigan State University. Dr. Stiggins began his assessment work on the faculty of Michigan State before becoming a member of the faculty of educational foundations at the University of Minnesota, Minneapolis. In addition, he has served as director of test development for the ACT, Iowa City, Iowa; as a visiting scholar at Stanford University; as a Libra Scholar, University of Southern Maine; as a director of the Centers for Classroom Assessment and Performance Assessment at the Northwest Regional Laboratory, Portland, Oregon; and as a member of the Lewis and Clark College, Portland.

Understanding Assessment’s Role in Learning
Establishing Purpose: Assessment for and of Learning
Defining the Intended Learning
Planning the Assessment: Sound Design
Designing and Using a Selected Response Assessment
Designing and Using a Written Response Assessment
Designing and Using a Performance Assessment
Using Personal Communication as an Assessment Method
Deriving Accurate, Fair, and Defensible Grades
Students Tracking and Reflecting on Their Own Learning
Conferencing with and About Students

APPENDICES

Assessing Dispositions
Professional Development with the Text