Articles for Use in Professional Development
Assessment Through the Student’s Eye
Stiggins, R., (2007). Assessment through the student’s eye. Educational Leadership May2007, Vol. 64 Issue 8, p22-26, 5p. Retrieved October 31, 2007 from http://tinyurl.com/ctz7vb
The article addresses the use and purposes of assessment in U.S. education in the early 21st century. The author notes that historically schools have used assessment to highlight student differences and rank students by achievement; he adds that, in 2007, schools are using assessment information to help students meet standards. The author believes that educators must address student confidence and motivation as well as potential, and he suggests using assessment for learning rather than using it only to verify learning. He explains that assessment for learning involves sharing information with students, discussing goals, and providing descriptive feedback to improve performance. He provides descriptive scenarios and suggestions for professional development.
Five Assessment Myths and Their Consequences
Stiggins, R., (2007) Five assessment myths and their consequences. Education Week, v27, n8, p28-29 Oct 2007. Retrieved December 3, 2007 from http://www.childrensprogress.com/documents/2007_10_07_EducationWeek.pdf
This article describes five myths about assessment that the author feels have a negative impact on the improvement of schools.
From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools
Stiggins, R., (2005). From formative assessment to assessment for learning: a path to success in standards-based schools. Phi Delta Kappen, Dec2005, Vol. 87 Issue 4, p324-328, 5p, 1bw. Retrieved November 1, 2007 from http://www.artfulassessment.org/wp-content/uploads/2009/02/fromformativeassessment.pdf
The article discusses the purpose of assessments in U.S. schools and why they should be changed. The redefined mission for American schools is to provide standards-based education and the opportunity for all students to learn in effective schools with pre-specified standards. The assessment legacy of ranking students with grades has been linked to motivation, but formative assessment can promote student success.
Inside the Black Box: Raising Standards Through Formative Assessment
Black, P., & Wiliam, D., (1998) Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, v80 n2 p139-44 Oct 1998. Retrieved November 9, 2012 from http://weaeducation.typepad.co.uk/files/blackbox-1.pdf
Firm evidence shows that formative assessment is an essential ingredient of classroom work and that its development can raise achievement standards. Achieving this goal demands a four-point scheme for teacher development: learning from development, a slow, yet steady dissemination process, reduction of obstacles, and substantive research efforts.
The Value of Formative Assessment
An article from the National Center for Fair & Open Testing Journal, Fair Test Examiner on the value of Formative Assessment.
Rick J. Stiggins founded the Assessment Training Institute. It has since been purchased by Education Testing Services, but continues to house resources for learning teams on formative assessment. They also provide a free newsletter on assessment for learning at this site. http://www.assessmentinst.com/
Formative Assessment for Students and Teachers (FAST)
FAST is a primary component of the CCSSO Formative Assessment Initiative from the Council of Chief State School Officers.
Northwest Regional Educational Laboratory has put together a professional development toolkit for professional development providers on assessment. The activities in the toolkit parallel the chapters in Classroom Assessment for Student Learning and other books produced by the Assessment Training Institute. All of the workshop materials and directions are available on the website.