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Readers of this book will strengthen their knowledge and skills in selecting, designing, and using assessments that enable all learners to actively participate and monitor their own progress towards learning objectives.
List of contents
Foreword
Preface
Acknowledgments
Introduction
Part 1
Chapter 1: Foundations of success
Chapter 2: The soar model
Chapter 3: Touchstones of effective assessment
Part 2
Chapter 4: Assessment ready learners
Chapter 5: Engaging students in assessment
Chapter 6: Developing students as owners of assessment
Chapter 7: When students become agents of assessment
Part 3
Chapter 8: partnering with parents
Chapter 9: Conclusions and next steps
References
About the authors
About the author
Laura Greenstein is a lifelong educator having taught and assessed learners from preschool to graduate school across subject areas. Her passion for educational assessment is evident throughout her work as an author, blogger, consultant, and mentor to teachers and learners.
Mary Ann Burke is the co-founder of the Generational Parenting Blog at www.genparenting.com and author/editor of eleven books, Mary Ann writes regularly on student-centered achievement. She has served as a credentialed parent educator, adjunct professor, and trainer at state and national education conferences and parent engagement events for over thirty years.
Summary
Readers of this book will strengthen their knowledge and skills in selecting, designing, and using assessments that enable all learners to actively participate and monitor their own progress towards learning objectives.
Additional text
As a believer in the power of self-directed learning, this book will guide and support teachers in taking student engagement to the next level. It does a powerful job of translating research and theory into an actionable and sequential plan for empowering students as self-assessors. It is a must-have resource for teachers and school leaders and will be a valuable asset for professional development in that teachers can customize and apply the models and templates for their own setting.
The practical ideas and strategies are immediately usable not only in our classrooms, but throughout our system, in both short cycle assessments as well as in support of national standards. When students are invested in their learning outcomes, whether they are in traditional schools or alternative settings, the practices described in this book are relevant, adaptable, and immediately useful. They are especially significant for our most vulnerable learners.
