Developing Classroom Assessment Literacy
By Jan Chappuis

8th September 2017, Luxemburg
Used with skill, assessment practices can motivate the reluctant, revive the discouraged, and thereby increase, not simply measure, achievement, yet without a foundation of assessment literacy, educators are less likely to harness the power inherent in classroom assessment. Assessment literacy is defined as the knowledge and skills needed to do two things: (1) gather accurate information about student achievement, and (2) use the assessment process and its results effectively to improve achievement. We (Jan Chappuis, Rick Stiggins, Steve Chappuis, and Judy Arter) have framed these two components, derived from the expertise of the measurement community, in terms of five keys to assessment quality.
This workshop focuses on Keys 1, 2, and 3 of the five keys, addressing accuracy issues related to classroom assessment. Based on the book Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2e, it teaches participants to do the following:
  • Determine assessment purpose (formative or summative).
  • Establish clear learning objectives.
  • Deconstruct complex content standards into lesson-level learning targets.
  • Select the appropriate assessment method to match the purpose and type of learning objective to be assessed.
  • Consider sampling issues.
  • Use the steps in the Assessment Development Cycle to plan, critique, administer, and revise assessments for classroom use.
Additionally, we will review resources designed to (1) support further learning of each of the five keys and (2) assist in studying the five keys to assessment quality with others.
Five Keys to High-Quality Assessment:
1. Clear Purpose: Identify decisions the assessment information will inform.
2. Clear Targets: Identify the types of learning objectives to be assessed.
3. Sound Design: Adhere to standards of assessment quality.
Effective Use
4. Effective Communication: Report results accurately in terms the receiver can understand.
5. Student Involvement: Make sure assessment results meet students' information needs.
Trainer’s Profile:
Educator and author Jan Chappuis has been an elementary and secondary teacher as well as a curriculum developer in English/language arts, mathematics, social studies, and world languages. For the past twenty-five years, she has written books and developed workshops focused on classroom assessment literacy. A respected expert and thought leader in the area of formative assessment, Jan has presented both nationally and internationally and is best known for her work in translating research into practical classroom applications.

Jan is author of Seven Strategies of Assessment for Learning (2015) and co-author of An Introduction to Student-Involved Assessment FOR Learning, 7th ed. (2017); Classroom Assessment for Student Learning: Doing It Right—Using It Well (2012); Creating and Recognizing Quality Rubrics (2006); and Understanding School Assessment—A Parent and Community Guide to Helping Students Learn (2002). Having worked with Rick Stiggins at the Assessment Training Institute in Portland, Oregon for more than a decade, Jan is currently a writer and independent consultant specializing in classroom assessment practices that support learning
  USD 400/- Closing date 15th August 2017
  9:00 am to 4:00 pm
Registration at 8:00 am on the 8th September 2017.
  Shonal Agarwal

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