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Sale Book (Mar 2017)

Perfect Assessment System

by Rick Stiggins

Table of Contents

References

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: Authors.

Amrein, A. L., & Berliner, D. C. (2002). High stakes testing, uncertainty and student learning. Educational Policy Analysis Archives, 10(18). Retrieved from http://epaa.asu.ojs/article/view/297/423

Anderson, L. W., & Bourke, S. F. (2000). Assessing affective characteristics in school (2nd ed.). Mahwah, NJ: Erlbaum.

Black, P. (1986). Assessment for learning. In D. L. Nuttall (Ed.), Assessing educational achievement (pp. 1–18). London: Falmer Press.

Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.

Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.

Chappuis, J. (2015). Seven strategies of assessment FOR learning (2nd ed.). Columbus, OH: Pearson.

Chappuis, S., Commodore, C., & Stiggins, R. (2010). Assessment balance and quality: An action guide for school leaders. Columbus, OH: Pearson.

Chappuis, S., Commodore, C., & Stiggins, R. (2017). Balanced assessment systems: Leadership, quality, and the role of classroom assessment. Thousand Oaks, CA: Corwin.

Cizek, G. J. (2005). High-stakes testing: Contexts, characteristics, critiques, and consequences. In R. P. Phelps (Ed.), Defending standardized testing (pp. 23–54). Mahwah, NJ: Erlbaum.

College Board. (2015). The SAT suite of assessments: Using scores and reporting to inform instruction. New York: Author. Retrieved from https://collegereadiness.collegeboard.org/pdf/redesigned-sat-k12-using-scores-and-reporting-inform-instruction.pdf

Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Teacher evaluation. Phi Delta Kappan, 93(6), 8–15.

Dorr-Bremme, D. W., & Herman, J. L. (1986). Assessing student achievement: A profile of classroom practices. Los Angeles: UCLA Center for the Study of Evaluation.

Guild, P. (1994, May). The culture/learning style connection. Educational Leadership, 51(8), 16–21.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Heritage, M. (2010). Formative assessment: Making it happen in classrooms. Thousand Oaks, CA: Corwin.

Heritage, M. (2013). Formative assessment practice: A process of inquiry and action. Cambridge, MA: Harvard Education Press.

National Parent Teacher Association. (2016). PTA ESSA Parent Roadmap. Washington, DC: Author. Retrieved from https://pta.org/advocacy/essa.cfm?ItemNumber=5035&navItemNumber=5051

Oregon Department of Education. (2016). House Bill 2680 Work Group Report. Salem, OR: Author.

Oregon Education Association, Oregon Department of Education, & Oregon Education Investment Board. (2015). A new path for Oregon: System of assessment to empower meaningful student learning. Salem, OR: Authors. Retrieved from: https://www.oregoned.org/images/uploads/pages/3_3_2015_A_New_Path_for_Oregon_Proposal_ by_Oregon_Educators_complete.pdf

Popham, W. J., & Ryan, J. M. (2012, April). Determining a high-stakes test's instructional sensitivity. Paper presented at the annual meeting of the National Council on Measurement in Education, Vancouver, BC, Canada.

Stiggins, R. J. (2014a). Defensible teacher evaluation. Thousand Oaks, CA: Corwin.

Stiggins, R. J. (2014b). Improve assessment literacy outside of school too. Phi Delta Kappan, 96(2), 67–72.

Stiggins, R. J. (2014c). Revolutionize assessment: Empower students, inspire learning. Thousand Oaks, CA: Corwin.

Stiggins, R. J., & Chappuis, J. (2017). An introduction to student-involved assessment FOR learning (7th ed.). Columbus, OH: Pearson Education.

Stiggins, R. J., & Conklin, N. (1992). In teachers' hands: Investigating the practice of classroom assessment. Albany, NY: State University of New York Press.

Wiliam, D. (2010). Standardized testing and school accountability. Educational Psychologist, 42(2), 107–122.

Copyright © 2017 by ASCD. All rights reserved. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.

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