The following readings and resources have been provided by session presenters to enhance your meeting experience. The materials are organized by session strand and presentation title. We will update this page as additional materials become available. Enjoy!

21st Century Learning
Formative Assessment: What Teachers Need to Know and Do


1. Clarke, S. (2005). Formative Assessment in the Secondary Classroom. London: Hodder Murray


2. Heritage, H.M., & Bailey, A. L. (Eds). (Vol. 11, Nos. 3&4, 2006). Educational Assessment: Special Issue. Assessing to Teach. Lawrence Erlbaum Associates, Inc., Mahwah: New Jersey


3. Heritage, H.M., Silva, N., & Pierce, M. (2006). Academic Language: A view from the classroom in A. L. Bailey (ed.). Language Demands of Students Learning English in School: Putting academic language to the test. Yale University Press: New Haven CT


4. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144


5. Wiliam, D. & Thompson, M. (2006). Integrating Assessment with learning: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment:Shaping, teaching and learning. Mahwah, NJ: Erlbaum.

Affective Assessment: a 21st Century Shortcoming?

6. Here is a site that contains some descriptive information about an exciting new series of 15 32-page booklets regarding educational assessment: http://routledge-ny.com/ref/masteringassessment/. It is a serious effort to enhance educators’ assessment literacy, and I think many attendees in New Orleans would find it of use.


7. A web site that has many of Jim Popham’s writings: www.ioxassessment.com

Classroom Assessment FOR 21st Century Learning

8. Bandura, A. (1994). Self-efficacy. In V.S. Ramachaudran (ed.) Encyclopedia of human behavior. 4(1), 71-81. New York: Academic Press. (Reprinted in H. Friedman (ed.) Encyclopedia of mental health. San Diego: Academic Press, 1998) URL: http://www.des.emory.edu/mfp/BanEncy.html


9. Stiggins, R.J., Arter, J.A., Chappuis, J., and Chappuis, S. (2004). Classroom assessment FOR student learning: Doing it right—Using it well. Princeton, NJ: ETS. An interactive, learning team-based professional development program for teachers in classroom assessment.

Creativity and Problem Solving in the Classroom

10. Access and Opportunities to Learn are Not Accidents: Engineering Mathematical Progress in Your School, SERC@SERVE, http://www.serve.org/_downloads/publications/AccessAndOpportunities.pdf


11. Building Academic Success on Social and Emotional Learning: What Does It Really Mean? Joseph E. Zins, (read page-by-page @ http://books.google.com/books?hl=en&lr=&id=MuDGDHCb_iwC&oi=fnd&pg=PP6&sig=HBsHy1bjYGk_mO7LgxxrGodrQko&dq=social+and+emotional+learning#PPP6,M1)


12. Feldhusen, J. F. & Treffinger, D. J. (1986). Creative thinking and problem solving in gifted education. Kendall/Hunt Publishing Co. Dubuque, Iowa.


13. http://www.hmie.gov.uk/documents/publication/hmiepcie.html (provides an overview of key national policy developments across the United Kingdom on promoting creativity in education).


14. http://www.idea-knowledge.gov.uk/idk/aio/5720975 (discusses the important role that creativity plays in child development, how creativity can be nurtured in young people, and the role of schools, government, and business and industry in facilitating that development).


15. http://www.kidsource.com/kidsource/content/academic_creativity.html (provides suggestions to teachers and parents about how to foster academic creativity in gifted students, and in fact, all students).


16. School Readiness: Closing Racial and Ethnic Gaps, Vol 15, N.1 (Spring 2005). The Future of Children. http://www.futureofchildren.org/usr_doc/Volume_15_No_1.pdf


17. Sternberg, R. J. & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.


18. Sternberg, R. J. & Williams, W. M. (1996). How to develop creativity. Alexandria, VA: Association for Supervision and Curriculum Development.


19. Sternberg, R. J. (Ed.). (1999). Handbook of creativity. New York: Cambridge University Press.


20. Torrence, E. P. & Goff, K. (1989). A quiet revolution. Journal of Creative Behavior, 23(2), 136-145.


21. Torrence, E. P. (1977). Creativity in the classroom. Washington, D.C. National Education Association.



Concrete Examples of Classroom-Based Formative Assessment

Teachers Demonstrate Use of Classroom Assessment for Good Instruction


22. Assessment and Classroom Learning by P. Black and D. Willaim as summarized in, “Inside the Black Box”. Phi Delta Kappan. 80, 139-148.


23. Assessment FOR Learning Defined by Rick Stiggins, Assessment Training Institute. http://www.assessmentinst.com/forms/AFLdefined.pdf


24. CLASSROOM ASSESSMENT for STUDENT LEARNING: Doing It Right-Using It Well by by Rick Stiggins, Judith Arter, Stephen Chappuis, and Jan Chappuis. www.assessmentinst.com


25. Standards Aligned Classroom Initiative by Illinois State Board of Education. www.sac-success.org


26. Quotes on Formative Assessment: www.tki.org

Attributes of Effective Formative Assessment

27. Formative Assessment: Definition and Quality

Timing is of the Essence: Issues of Timing in Formative Assessment

28. Formative Assessments, Summative Assessments, and District Assessment Systems


29. Instruction and Formative Assessment Graphic

Using Classroom Formative Data with Low-Performing Schools

30. What do educational experts say about examining classroom work to inform instruction?


31. Using Student Work to Inform Instruction


32. More information can be found on the School improvement in Maryland Website: http://mdk12.org/data/progress/using/m4w5/pr4/index.html



Best Practices and Models of Professional Development
Using Learning Teams to Develop Assessment Literacy


33. Stiggins, R,J. and Chappuis, J. (2006). What a difference a word makes: Assessment FOR learning rather that Assessment OF learning helps students succeed. Journal of Staff Development, 27(1), 10-14. (PDF attached)


34. Stiggins, R.J., Arter, J.A., Chappuis, J., and Chappuis, S. (2004). Classroom assessment FOR student learning: Doing it right—Using it well. Princeton, NJ: ETS. An interactive, learning team-based professional development program for teachers in classroom assessment.



Research
Mathematics and Science Diagnostic Questions: Development, Delivery, and Impact


35. Ciofalo, J., & Wylie, C. E. (2006). Using diagnostic classroom assessment: one question at a time. Teachers College Record, Date Published: January 10, 2006. http://www.tcrecord.org/content.asp?contentid=12285


36. Wylie, E. C., & Wiliam, D. (2006). Diagnostic questions: is there value in just one? Paper presented at the Annual Meeting of the National Council on Measurement in Education held at San Francisco, CA.



Balanced Assessment Systems


Technology in Support of Formative Assessment

Formative Assessment Computer-Based Tools


37. Assessing New Literacies in Science and Mathematics


38. Designing Assessments of Learning with Technology

Using Capacity-Building Technology to Integrate Assessment and Professional Development at the State Level

39. Using Capacity-Building Technology to Integrate Assessment and Professional Development at the State Level


40. Science, Health, and Social Studies SCASS brochure

One School Year, 200,000 Students, 1,000,000 Assessments: A Study of How Technology-Based Formative Assessment Can Affect Student Learning

41. A Large-Scale Analysis of Progress Monitoring and Student Gain Using the Dynamic Indicators of Basic Early Literacy Skills



ESEA Reauthorization

Emerging Inclusion of the Early Grades in State Assessment, Accountability, and Data Systems


42. Education Week Quality Counts 2007: From Cradle to Career—Connecting American Education from Birth to Adulthood, http://www.edweek.org/ew/toc/2007/01/04/index.html


43. Key Considerations: Building an Assessment System to Support Early Learners, ECEA SCASS issue brief, http://www.ccsso.org/ECEAassessment


44. Principles and Recommendations for Early Childhood Assessments: A National Education Goals Panel, GOAL 1 Report, http://www.ccsso.org/ECEAassessment


45. Sam Meissels, “Accountability in Early Childhood: No Easy Answers,” Occasional Paper #6, Erikson Institute: Herr Research Center for Children and Social Policy (2006), http://www.erikson.edu/files/nonimages/opmeisels2006.pdf