Summary
Contents
Subject index
“This book brings new focus to the rich history of ideas and strategies shown to improve student learning, helping educators at all levels see not only the value of using proven strategies, but the importance of integrating those strategies into purposeful improvement efforts.”
—Thomas R. Guskey, Distinguished Service Professor
Georgetown College
“This is a book of action. The author calls for leaders in school communities to be bold, courageous, committed, and aggressive in the actions required to achieve desired increases in student learning.”
—Charles Patterson, Educational Consultant
Former President, Association for Supervision and Curriculum Development
Dramatically raise student achievement by engaging educators in collaborative curriculum design and professional development!
Teachers, teacher leaders, principals, and staff developers can build a collaborative culture and improve staff and student performance with this content-focused, step-by-step model that ties curriculum design to teacher growth. Kay Psencik provides a powerful process whereby teachers work together in teams to examine standards, gain a deep understanding of content, create curriculum maps, and design common formative assessments. Professional development leaders can inspire and challenge teachers to:
Confront assumptions about learning and professional development; Clarify and establish complex standards; Embed conversations about the curriculum into daily work
With hands-on tools, templates, and resources, readers can help teachers become more skilled in their instruction, create a school-based curriculum that is tied to standards, and accelerate the learning of both students and staff.
Assessment of Student Learning
Assessment of Student Learning
Lorna Earl (2003) distinguishes between assessment of learning, assessment for learning, and assessment as learning. In many ways, my growth as a teacher slowly and imperfectly followed that progression. I began by seeing assessment as judging performance, then as informing teaching, and finally as informing learning. In reality, all those perspectives play a role in effective teaching.
The key is where we place the emphasis. Certainly a teacher and his or her students need to know who reaches and exceeds important learning targets—thus summative assessments, or assessment of learning, has a place in teaching. Robust learning generally requires robust teaching, and both diagnostic and formative assessments, or assessments for learning, are catalysts for better teaching. In the end, however, when assessment is seen as learning—for students as well as for teachers—it ...
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