Design assessments that measure and target student learning in both face-to-face and distance learning environments
Assessments are the essential link between teaching and learning, yet the assessments used in face-to-face classrooms are not always practical or impactful in remote learning environments. Now that teachers are teaching from a distance, how will you assess what your students have learned
Tapping the expertise of teachers who are successfully engaged in distance learning, The Assessment Playbook for Distance and Blended Learning answers that question. Rich with a wide range of examples, strategies, and assessments that can be leveraged with rigor and fidelity regardless of learning environment, this practical playbook empowers teachers with the decision-making tools needed to gauge the impact of instructional strategies in today’s rapidly evolving educational landscape. It features
· “Assessment cookies,” or insights that endure in any distance or hybrid learning environment and can be used to inform assessment decisions, including the understanding that “everything is searchable.”
· A robust “playlist” of distance learning assessment tools—including universal response, teach-back opportunities, composing, taking action, self-assessment, and peer assessment—that teachers can mix and deploy to match every learning intention.
· Information on how to evaluate the impact of your teaching on student learning—and how assessment can guide your teaching moves
· Characteristics of formal tools of evaluation, such as tests, longer essays, and performance tasks that teachers can use in distance learning environments to document learning for reporting purposes.
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vii | |
| Letter From the Authors |
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viii | |
| Introduction |
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1 | (4) |
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5 | (26) |
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Assessment Cookie 1: Assessment Is Difficult Because It Is Important |
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6 | (3) |
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Assessment Cookie 2: Assessments Come in All Shapes and Sizes |
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9 | (3) |
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Assessment Cookie 3: Know the Learner and Their Learning Journey |
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12 | (2) |
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Assessment Cookie 4: Assess That Which Has Been Taught and Teach Based on the Standards |
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14 | (3) |
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Assessment Cookie 5: Students Deserve to Know What They Should Be Learning |
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17 | (3) |
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Assessment Cookie 6: Knowing Your Destination Helps |
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20 | (4) |
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Assessment Cookie 7: Everything Is Searchable, So Plan Accordingly |
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24 | (3) |
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Assessment Cookie 8: Parents Want to Help and Sometimes It's Problematic |
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27 | (4) |
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31 | (44) |
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Playlist 1: Assessment Through Universal Response |
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32 | (7) |
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39 | (11) |
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Playlist 3: Assessment Through Composing |
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50 | (12) |
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Playlist 4: Self- and Peer Assessment |
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62 | (13) |
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75 | (35) |
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Upgrade 1: Performance Assessments |
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76 | (8) |
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Upgrade 2: Ipsative Assessments |
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84 | (8) |
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Upgrade 3: Confirmative Assessments |
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92 | (10) |
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Upgrade 4: Think Like an Evaluator |
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102 | (8) |
| Final Thoughts |
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110 | (1) |
| References |
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111 | (4) |
| Index |
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115 | (3) |
| About the Authors |
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118 | |
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!
Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Associations Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.
Vince Bustamante, EdD, is a Calgary-based instructional coach, curriculum content developer, and author. Vince specializes in working with teachers, leadership teams, schools, and school districts in implementing high impact strategies and systems. With a strong background in implementation, assessment, and deep learning, he is passionate about understanding and evaluating teachers impact. Having worked with schools and school districts across North America and internationally, he brings a wide variety of experience and perspectives when looking at school improvement, pedagogical and leadership development, and implementation of high impact strategies across school environments. Vinces doctoral research focused on the sustainable implementation of professional learning across school districts and the impact of long-term school partnerships.
Vince has co-authored two bestselling books with Corwin Press: Great Teaching by Design and The Assessment Playbook for Distance and Blended Learning. His other title, Leader Ready: Four Pathways to Prepare Aspiring School Leaders, is also available from Corwin Press. You can find more information about Vince at www.vincebustamante.com.
John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn; Visible Learning for Mathematics, Grades K-12; and 10 Mindframes for Visible Learning.
