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High-Impact Teaching That Creates Assessment-Literate Learners
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Table of Contents

Foreword Acknowledgments List of Contributors About the Authors Chapter 1. Introduction to #assessmentliteracy Assessment Literacy Classroom Assessment: A Brief History of the Impact of the Field Classroom Assessment: Today's Dialogue About High-Impact Practices and Strategies The Era of Rapid Response: Our Concerns About the Commercialization of Formative Assessment Assessment Literacy: It's About the Teachers and Their Leaders Chapter 2. Contextualizing Assessment Within Curricula and Instruction WHY, WHAT, and HOW Backward Planning in a Proficiency-Based or Standards-Based Context Designing Forward and Backward Assessment Traps Need for Assessment-Literate Leaders What Is Effective School Leadership? Types of School Leadership Conclusion Chapter 2 Appendix: U.S. History Assessment Task and Rubric Chapter 3. The Convergence of Research and Practice: Seven Strategies of Assessment for Learning Meets High-Impact Strategies Learning Progressions for High-Impact Assessment for Learning Strategies: From Surface to Deep Practice Conclusion Chapter 4. Clear Learning Targets: Clarity Is the Goal! Clear Learning Targets: The Progression of Strategies for High Impact Curriculum Context for Clear Learning Targets A Primer on Cognitive Models: Identifying, Organizing, and Communicating Clear Learning Targets From Standards Documents Classroom Strategies to Influence Clear Learning Targets: From "As Is" Standards to "I Can . . . This Means" Statements Learning Progressions A More In-Depth Look at Clear Learning Targets Using Next Generation Science Standards as an Example Concept Maps and Deconstructing Standards Combining Clear Learning Targets Strategies Concerns About Creating Learning Progressions: Avoid the Traps Grading, Scores, and Learning Progressions Conclusion Chapter 5. Mapping, Visual Literacy, and Assessment for Learning What Is Visual Literacy? Why Is It Important? High-Impact Visual Learning Strategies: Mind Mapping, Concept Mapping, and Visual Representations Primer: What Is a Mind Map? Primer: What Is a Concept Map? Mind Mapping in Practice Concept Maps in Action Using a Concept Map to Make Comparisons and to Understand Similarities and Differences of Concepts Graphic Organizers + Concept Maps + Sketches = Fluent Visual Literacy Conclusion Chapter 6. Putting Feedback Into Action Giving and Receiving Feedback: Creating a Culture Receptive to Feedback Using Objects to Understand How One Prefers to Receive Feedback Educators Need and Deserve Formative Feedback, Too! Conclusion Chapter 6 Appendix: Earth-Sun-Moon System Pre-Self-Assessment and Teacher Feedback Case Study Chapter 7. Metacognition, Self-Assessment, Goal Setting, and Reflection: GPA Matters! (Goals, Plans, and Actions, That Is!) Meet Our Friend Ed Fully Developed Rubrics The Next Steps Rubric: A Bridge Between Standards and Fully Developed Rubrics Clear Learning Targets Descriptive Feedback Self-Assessment and Goal Setting Working in Concert With Fully Developed Rubrics How and When to Use the Next Steps Rubric for Maximum Impact Linking Metacognition and Student Success The Anatomy of the Next Steps Rubric: Form, Function, and Flexibility Educators Benefit From the Next Steps Rubric, Too! Summary of the Next Steps Rubric Other Self-Assessment, Goal Setting, and Reflection Tools Conclusion Chapter 8. Diagnosing Student Learning Needs During the Learning Process Using Questions to Diagnose and Improve Student Learning Why Use Questioning? What Does the Research Say About Questioning? What Can I Do to Improve My Questioning Skills, You Might Ask? Teaching Productive Discourse: Using Classroom Discussions Effectively to Diagnose Learner Needs Visual Thinking Strategy: Classroom Discussion Protocol Conclusion Chapter 9. The Whole Learner and Nothing But the Learner A Key Standard of Quality: Assessment-Literate Learners So, What Else About the Learner? Deep Dive: What Is Grit? Metacognitive Learning Strategies-A Deep Dive Metacognitive Learning Strategies in Practice-From 21st Century Skills to Habits of Work and Learning Learner's Attributes and What She or He May Be Thinking Mindset Celebrating Errors and Mistakes Self-Handicapping Deep Dive: Encounters With Learners Conclusion Chapter 9 Appendix: Metacognitive Strategies: Definitions, Effect Sizes, and Examples Chapter 10. High-Impact Professional Learning Principles and Communities of Practice: Let's Get It Right! Standards for Professional Learning Conclusion Chapter 11. Professional Learning Strategies and Tools for Creating Assessment-Literate Educators Common Language and Vetted Resources Interactive and Immersive Learning Strategies Self-Assessment, Goal Setting, and Reflection Tools and Strategies Simplify Sources and Displays of Evidence (Quicker Prompts) Use of Modules: Bite-Sized Professional Development Grow Assessment-Literate Leaders Within and Outside of One's District and/or Partnership: Creating a Partnership of Partnerships Finding the Sweet Spot: Embed Assessment Literacy Into Other Professional Development Initiatives: It Is the Plate! Conclusion Chapter 12. Assessing Student Growth and Teacher Effectiveness Overview of Foundational Skills for Sound Assessment of Student Growth and Proficiency Assessing What Matters Most in Social Studies-Historical Thinking Example: A Case Study in Student Growth Models Conclusion Chapter 12 Appendix: Historical Thinking and Summarizing Chapter 13. The #assessmentliteracy Challenge Take a Creative Deep Dive: Express-a-Book, Video, Podcast, or Article Following the Flow of Ideas and Finding Your Happy Place What Will Be Your Next Steps in Your Assessment Literacy Journey? Chapter 13 Appendix A: What Is Quality? High-Impact Teaching Strategies Meet Zen and the Art of Motorcycle Maintenance by Robert Pirsig (1974) Chapter 13 Appendix B: Art, Fear, and High-Impact Teaching and Learning Strategies References Index

About the Author

Dr. Anita Stewart McCafferty is Assistant Professor of Educational Leadership at the University of Southern Maine and serves as Department Chair. She also serves as Co-Director of Southern Maine Partnership, a university-preK-12 consortium of 30-plus districts and the USM Educational Leadership Department. Anita is passionate about professional learning done well. Her research interests include assessment literacy; the impacts of technology and social media on the work-life balance of principals; teacher and principal feedback and evaluation processes and results; middle level education; and experiential learning/service learning. Prior to joining USM, Anita served as a middle school principal, assistant principal, professional development provider, and classroom teacher. She can be reached at anita.stewart@maine.edu or by Twitter @AnitaStewartMcC Dr. Jeffrey S. Beaudry is a Professor of Educational Leadership at University of Southern Maine. Dr. Beaudry spends his time focusing on high impact classroom assessment and leadership strategies. He is passionate about the use of visual thinking and assessment for learning. Since 2009 he has co-authored numerous publications, books and articles about critical thinking, visual representations and concept mapping. As an instructional designer he enjoys going deeper into assessment for learning (formative assessment). He is most proud of his time as co-director of the Southern Maine Partnership, a regional collaboration of schools and the University of Southern Maine, and the collaboration with other regional partners in Maine (Penobscot River Educational Association, and the Northwoods Partnership). The next step is the publication of this book about high-impact strategies for teaching, learning and assessment.

Reviews

"This is not just another book on formative assessment. Authors Anita Stewart McCafferty and Jeff Beaudry have taken a fresh and lively approach to showing what it means to be assessment literate as a learner, whether teacher or student. They have incorporated metaphors and visual representations to illustrate how assessment for learning strategies connect to research findings on high-impact practices and promote student engagement, metacognition, and a growth mindset. Threaded throughout are practical and inspiring classroom applications. This book is a must-read for anyone desiring to put the student at the heart of the classroom."


-- Jan Chappuis, Educational Consultant and Author
"We know how important it is for our students to be college and career ready. As an elementary school teacher you might wonder, does this apply to what I'm doing? A big part of the answer is that our students need to be self-directed learners. With this book, you will not only understand what that really means, but also learn how to help your students accomplish this goal." -- Susan D'Angelo, K-5 Math Program Specialist
"This is a book that practitioners have been waiting for: Assessment kept simple-its importance and how to do it, with plenty of support templates to ensure success." -- Dr. Ken Darvall, Principal

"What do we need more than assessment-literate teachers? Assessment-literate students. This book provides practical strategies and examples to dramatically improve the assessment literacy of both students and teachers. Its effectiveness is enhanced by high-impact visuals and numerous 'Practitioner Spotlights' that show clearly how teachers are already doing this. ??In addition, the development of assessment literacy in teachers is improving but still severely lacking in many teacher preparation programs. This book provides what is lacking in those programs and takes it a step further by showing how to develop student assessment literacy in addition to teacher assessment literacy."


-- Ken O'Connor, Educational Consultant and Author

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