• Summary
  • Contents
  • Subject index

Build a balanced assessment system and support ESSA implementation! It has never been more important to develop balanced assessment systems that can provide meaningful information, improve teaching practices, and help students learn. The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts–an opportunity to change assessment for the better. Authors Chappuis, Commodore, and Stiggins have helped thousands of teachers, principals and other educational leaders in becoming assessment-literate and developing assessment systems built on quality assessment. This comprehensive new guide provides clear steps and strategies for developing an assessment system, and includes many interactive exercises designed for professional development and system implementation. Readers will learn how to:  • Create a balanced assessment system and analyze the progress being made within your school or district toward it  • Develop and implement assessment systems that are both formative (measuring learning in progress) and summative (verifying learning that has taken place)  • Take specific leadership actions that advance the balance and quality of assessment systems  • Help teachers integrate formative assessments into classroom instruction  • Empower students by involving them in the assessment process Take action now to make proactive, positive changes in your school or district’s approach to assessment!

Individual Leadership Actions for Balance and Quality
Individual Leadership Actions for Balance and Quality

We know two of the school-related factors that positively influence student learning are classroom instruction and school leadership. And as noted in the Interstate School Leaders Licensure Consortium (ISLLC) standards, leaders have the greatest impact when they have a clear vision and set direction with aligned goals and purposes, serving to strengthen and solidify the faculty (Council of Chief State School Officers, 2008).

Given that, in Part 3 we continue to focus largely on supporting the classroom level of assessment in a balanced system. In addition to the difference in student achievement that effective school leaders can make, there are two other reasons we keep our focus on assessment leadership for the ...

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