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008    051117t20062006caua     b    001 0 eng   
010      2005032720 
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016 7  013415436|2Uk 
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020    9781412915779|qcloth|qalkaline paper 
020    1412915783|qpaperback|qalkaline paper 
020    9781412915786|qpaperback|qalkaline paper 
035    (OCoLC)62342003 
040    DLC|beng|cDLC|dBAKER|dUKM|dC#P|dEYE|dYDXCP|dBTCTA|dTTU
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049    STJJ 
050 00 LB3060.83|b.A37 2006 
082 00 379.1/58|222 
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092    379.158|bA297C 
100 1  Ainsworth, Larry. 
245 10 Common formative assessments :|bhow to connect standards-
       based instruction and assessment /|cLarry Ainsworth, 
       Donald Viegut ; foreword by Douglas B. Reeves. 
264  1 Thousand Oaks, CA :|bCorwin Press,|c[2006] 
264  4 |c©2006 
300    xviii, 164 pages :|billustrations ;|c26 cm 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
504    Includes bibliographical references (pages 151-158) and 
       index. 
505 00 |tForeword /|rDouglas B. Reeves --|tPreface --
       |tAcknowledgments --|tAbout the authors --|tIntroduction -
       -|g1. The|tbig picture : how powerful practices connect --
       |gThe|tparts of the whole --|gThe|tcircle graphic --
       |tBegin with power standards --|tBegin with data --|tBegin
       with "unwrapping" the standards --|gThe|tstandards-
       assessment alignment diagram --|tPredictive value --|gA
       |tvision of compete alignment --|g2.|tFormative and 
       summative assessments --|gThe|tpurposes of assessment --
       |tFormative and summative assessments defined --|tChanging
       the traditional instruction-assessment cycle --
       |tAssessment of learning --|tAssessment for learning --
       |tIs this assessment formative or summative? --|tAligning 
       formative and summative assessments --|tTeaching to the 
       test? --|g3.|tAligning common formative assessments to 
       standards --|tWhy power standards? --|tStatistical 
       rationale for identifying power standards --|tCoverage vs.
       depth --|tPrioritization, not elimination --|tWhich to 
       "power" : standards, benchmarks, or indicators --|tSpecial
       educators, second language educators, and special area 
       educators --|tInterdisciplinary power standards --
       |tAligning power standards, common formative assessments, 
       and common summative assessments --|tAligning instruction 
       and assessment to power standards --|tCollaborative common
       assessment planning --|tFrequency of common power 
       standards assessments -- 
505 00 |g4.|tConnecting "unwrapped" standards to common formative
       assessments --|tStep 1 : "Unwrap" the power standards --
       |tStep 2 : Create a graphic organizer --|tStep 3 : 
       Determine the big ideas --|tStep 4 : Write essential 
       questions --|tFrom "unwrapped" standards : foundation for 
       instructional design --|tClassroom performance assessments
       --|tFrom classroom performance assessments to common 
       formative post-assessments --|g5.|tAssessment literacy --
       |gThe|tneed for assessment literacy --|gA|tvariety of 
       assessment types --|tMajor types of assessment --|tmajor 
       types of assessment defined --|tApplying assessment 
       literacy to individual classroom assessment --|tApplying 
       assessment literacy to common formative assessment --
       |tFairness, reliability, and validity --|tChanging 
       conventional assessment practice --|g6.|tDeveloping and 
       refining common formative assessments --|gGetting started 
       --|tFocusing on process, not results --|tImproving the 
       quality of common formative assessments --|tDeliberate 
       delay of professional development --|tWrite first, refine 
       later --|tAssessment design cycle --|tCreating a safe and 
       supportive environment --|tAligning common formative 
       assessments to power standards --|tActivity 1 : Check for 
       alignment and frequency --|tActivity 2 : Identify 
       assessment types --|tActivity 3 : Evaluate assessments by 
       established criteria --|tActivity 4 : Develop an action 
       plan for improvements --|gThe|trole of administrators -- 
505 00 |g7.|tCollaborative scoring of common formative 
       assessments --|tCreating a culture of collaboration --
       |tProfessional learning communities --|tOption 1 : 
       External scoring --|tOption 2 : Independent scoring --
       |tOption 3 : Collaborative scoring --|tPreparing to score 
       constructed-response assessments --|tDesigning a 
       collaborative scoring guide --|tTeacher-designed, student-
       revised scoring guides --|tPeer- and self-assessment by 
       students --|tSteps in the collaborative scoring process --
       |tImplications for grading --|tCollective wisdom --|tReady
       for the data team process --|g8.|tCollaborative analysis 
       of common formative assessment results --|tData rich, 
       information poor --|tBenefits of systematic data analysis 
       --|tBackground of data-driven decision-making model --
       |tData team process overview --|tStep 1 : Charting the 
       data --|tStep 2 : Analyzing strengths and challenges --
       |tStep 3 : Setting team goal --|tStep 4 : Selecting 
       instructional strategies --|tStep 5 : Determining the 
       results indicators --|tImplications for intervention and 
       acceleration --|gThe|taction plan --|gThe|tpost-assessment
       data team meeting --|tMeeting, not meeting goals --
       |tTeacher reflections -- 
505 00 |g9.|tSchoolwide and districtwide implementation of common
       formative assessments --|tCreating the conditions --
       |t"Whole to part" understanding --|tHigh expectations with
       accompanying support --|tHigh support strategies --
       |tSustained professional development --|tHolding to 
       intention in spite of hurdles -- --|tChallenges to finding
       time --|tKey strategies for creating time --
       |tCollaborative leadership --|tLeaders must foster trust -
       -|tDo it right the first time --|tImplementation framework
       for planning --|g10.|tGuidelines for systemwide 
       sustainability --|tEstablishing a culture of improvement -
       -|tSelf-reflection questions for leaders --|tSage advice -
       -|tSustained focus --|tChoose your moment --
       |tRelationships --|tSustainability --|tStructures for 
       sustainability --|tInfluencing the external culture --
       |tAssociating with the best --|tPreK-18 collaboration --
       |tConclusion --|tResource : A framework for implementing 
       powerful practices --|tBibliography --|tIndex. 
650  0 Education|xStandards|zUnited States. 
650  0 Educational tests and measurements|zUnited States. 
700 1  Viegut, Donald. 
776 08 |iOnline version:|aAinsworth, Larry.|tCommon formative 
       assessments.|dThousand Oaks, CA : Corwin Press, c2006
       |w(OCoLC)622262767 
856 41 |3Table of contents only|uhttp://www.loc.gov/catdir/toc/
       ecip063/2005032720.html 
856 42 |3Publisher description|uhttp://www.loc.gov/catdir/
       enhancements/fy0659/2005032720-d.html 
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938    Baker & Taylor|bBKTY|c68.95|d68.95|i1412915775|n0006617331
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938    Baker & Taylor|bBKTY|c31.95|d31.95|i1412915783|n0006617332
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