| About the Authors |
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xi | |
| Introduction |
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1 | (10) |
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2 | (2) |
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The Why of Formative Assessment |
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2 | (1) |
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The How of Formative Assessment |
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3 | (1) |
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The What of Formative Assessment |
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3 | (1) |
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4 | (1) |
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Five Phases of Implementing Proficiency-Based Assessment |
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5 | (2) |
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7 | (4) |
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Chapter 1 Beyond the Formative and Summative Divide |
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11 | (26) |
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Recognizing the Need for Proficiency-Based Assessment |
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12 | (2) |
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Understanding the Role of Proficiency |
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14 | (1) |
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Incorporating the Elements of Proficiency-Based Assessment |
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15 | (20) |
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Element 1 Proficiency-Based Targets |
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15 | (5) |
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Element 2 Proficiency-Based Instruction |
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20 | (9) |
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Element 3 Proficiency-Based Reflection |
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29 | (6) |
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35 | (2) |
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37 | (32) |
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38 | (11) |
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The Four Commitments of Proficiency-Based Assessment |
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49 | (17) |
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Commitment 1 Establishing Proficiency-Based Targets |
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50 | (6) |
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Commitment 2 Creating Learning Gradations |
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56 | (3) |
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Commitment 3 Using Targets Effectively in Instruction |
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59 | (4) |
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Commitment 4 Developing Assessment Literacy |
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63 | (3) |
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66 | (3) |
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69 | (34) |
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71 | (6) |
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The Four Combinations Within Proficiency-Based Assessment |
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77 | (24) |
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Combination 1 Proficiency-Based Targets and Instruction |
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77 | (6) |
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Combination 2 Assessments and Process |
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83 | (7) |
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Combination 3 Assessment Structure and Frequency |
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90 | (6) |
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Combination 4 Instruction and Assessment |
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96 | (5) |
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101 | (2) |
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103 | (20) |
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104 | (6) |
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The Four Insights of Proficiency-Based Assessment |
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110 | (11) |
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Insight 1 How Students Think Is More Important Than What They Don't Know |
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110 | (5) |
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Insight 2 Assessment Does Not Verify Learning; It Supports It |
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115 | (2) |
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Insight 3 There Are Three Essential Elements of Teaching |
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117 | (2) |
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Insight 4 The Three Essential Questions of Assessment for Learning Have Deeper Corollary Questions |
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119 | (2) |
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121 | (2) |
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123 | (24) |
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124 | (6) |
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The Four Imperatives of Proficiency-Based Assessment |
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130 | (15) |
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Imperative 1 Provide Students With Ample Opportunities and Time to Reflect |
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131 | (2) |
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Imperative 2 Create Strong Learners |
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133 | (4) |
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Imperative 3 Shift Assessments From a Verifying Tool to a Learning Tool |
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137 | (2) |
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Imperative 4 Create Proficiency-Based Accountability |
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139 | (6) |
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145 | (2) |
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147 | (20) |
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148 | (5) |
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The Four Realizations of Proficiency-Based Assessment |
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153 | (12) |
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Realization 1 Students Don't Always Use the Same Thinking During an Assessment That They Used When Studying |
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154 | (4) |
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Realization 2 Errors Can Be Informative |
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158 | (3) |
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Realization 3 Students Must Be Active Learners |
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161 | (3) |
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Realization 4 Teachers Must Avoid Feedback Distortion |
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164 | (1) |
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165 | (2) |
| Epilogue Professional Learning as a Creative Process |
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167 | (2) |
| References and Resources |
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169 | (4) |
| Index |
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173 | |
