Richard J. Stiggins’s research while affiliated with Educational Testing Service and other places

The main ideas of the book are: • We can increase student achievement by changing our assessment practices • To do this, we need to assess accurately and involve students Why I chose this book: Traditionally, we have thought of assessment as a way to measure student learning. I like that the authors propose a powerful new way to use assessment to improve learning and motivate students. They suggest we use a formative type of assessment called assessment for learning which occurs during learning and has a great deal of student involvement. The book contains concrete instructional strategies to excite educators and breathe new life into their assessment practices. The book, and the CD/DVDs that accompany it, serve as professional development tools to help educators learn these new strategies. I also chose the book because the authors of the book are leading experts on formative assessment. They are better known on the west coast and all instructional leaders should know their work. How the summary is organized The book outlines five practices that are necessary to make sure classroom assessment is accurate and effective. The summary is divided into five sections, each of which discusses one of these five key components of sound assessment practice: The Scoop (In this summary you will learn…) √ How to use assessment to benefit students (I. Clear Purpose, pp. 1-2) How many teachers have given a low grade to a student and been surprised that this doesn't motivate the student to perform better? Instead, learn how formative assessment is a better way to increase student motivation and learning. √ How to create clear learning targets (II. Clear Goals, p. 3) Imagine a student returning home and instead of saying, "We did reading today," being able to say, "I learned to make good inferences. This means I can make a guess that is based on clues from the story." Learn how to clarify learning goals. Imagine a conference led by a student who has found, from looking at her corrected math test, that she has trouble multiplying three-digit numbers. She sets a concrete goal with a plan and a time for a retest. Learn to make communication tools, such as conferences, more effective. √ How to involve students (V. Student Involvement, pp. 9-10) Instead of handing students a "B," imagine students looking at samples of writing and designing their own rubrics to assess writing quality. In this summary, there are 24 activities that can be used to involve students in taking ownership of their learning.

In September 2001, 37 educational researchers, assessment specialists, and practitioners from around the world gathered in England for a 3-day conference on assessment focusing on assessments developed and used by teachers day-to-day in the classroom. The meeting was structured to permit the development of ideas and strategies for bringing assessment for learning to the fore. Participants were assigned to focus groups on research, professional development, and policy, and given questions to guide their discussions. The focus group on research reviewed findings on student learning and teaching, and identified as priorities the understanding of students' and teachers' perceptions, the need for change in assessment, the necessity of anchoring assessment in learning theory, and links to school subjects. The focus group on professional development recognized two main implications for the profession as a whole: the need to ensure that all teachers are competent in assessment for learning and the need for opportunities and support for professional development in assessment for learning. The focus group for policy identifies several specific tactics that provide a road map for influencing policymakers at all levels to reflect on their assessment policies. Each participant also prepared reflections on the conference as a whole. (SLD)

These writers take a look at the changing assessment role of the principal and articulate a set of assessment competencies they believe must be mastered by all who would be effective principals. Ultimately, they argue, hiring standards and evaluation procedures must reflect such competencies.