About our authors Jan Chappuis, educator and author, joined Rick Stiggins at the Assessment Training Institute in Portland, Oregon, in 2001. Prior to that she had been an elementary and secondary teacher as well as a curriculum developer in English/language arts, mathematics, social studies and world languages.For over 25 years, she has written books and developed workshops on classroom assessment literacy, presenting both nationally and internationally. She is recognized as a national thought leader in the area of formative assessment for her work in translating research into practical classroom applications. She is the author of Seven Strategies of Assessment for Learning (2015) and Learning Team Facilitator Handbook (2007), and co-author of Creating and Recognizing Quality Rubrics (2006), Classroom Assessment for Student Learning: Doing It Right, Using It Well (2012), and Understanding School Assessment: A Parent and Community Guide to Helping Students Learn (2002).Richard Stiggins founded the Assessment Training Institute in Portland, Oregon, in 1992 to provide professional development for educators facing the challenges of day-to-day classroom assessment.Dr. Stiggins received his bachelor's degree from the State University of New York at Plattsburgh, master's degree in industrial psychology from Springfield (MA) College, and doctoral degree in education measurement from Michigan State University. Dr. Stiggins began his assessment work on the faculty of Michigan State before becoming a member of the faculty of educational foundations at the University of Minnesota, Minneapolis. In addition, he has served as director of test development for the ACT, Iowa City, Iowa; as a visiting scholar at Stanford University; as a Libra Scholar, University of Southern Maine; as a director of the Centers for Classroom Assessment and Performance Assessment at the Northwest Regional Laboratory, Portland, Oregon; and as a member of the Lewis and Clark College, Portland.

• Understanding Assessment’s Role in LearningEstablishing Purpose: Assessment for and of LearningDefining the Intended LearningPlanning the Assessment: Sound DesignDesigning and Using a Selected Response AssessmentDesigning and Using a Written Response AssessmentDesigning and Using a Performance AssessmentUsing Personal Communication as an Assessment MethodDeriving Accurate, Fair, and Defensible GradesStudents Tracking and Reflecting on Their Own LearningConferencing with and About StudentsAPPENDICES Assessing DispositionsProfessional Development with the Text

About our authors Jan Chappuis, educator and author, joined Rick Stiggins at the Assessment Training Institute in Portland, Oregon, in 2001. Prior to that she had been an elementary and secondary teacher as well as a curriculum developer in English/language arts, mathematics, social studies and world languages.For over 25 years, she has written books and developed workshops on classroom assessment literacy, presenting both nationally and internationally. She is recognized as a national thought leader in the area of formative assessment for her work in translating research into practical classroom applications. She is the author of Seven Strategies of Assessment for Learning (2015) and Learning Team Facilitator Handbook (2007), and co-author of Creating and Recognizing Quality Rubrics (2006), Classroom Assessment for Student Learning: Doing It Right, Using It Well (2012), and Understanding School Assessment: A Parent and Community Guide to Helping Students Learn (2002).Richard Stiggins founded the Assessment Training Institute in Portland, Oregon, in 1992 to provide professional development for educators facing the challenges of day-to-day classroom assessment.Dr. Stiggins received his bachelor's degree from the State University of New York at Plattsburgh, master's degree in industrial psychology from Springfield (MA) College, and doctoral degree in education measurement from Michigan State University. Dr. Stiggins began his assessment work on the faculty of Michigan State before becoming a member of the faculty of educational foundations at the University of Minnesota, Minneapolis. In addition, he has served as director of test development for the ACT, Iowa City, Iowa; as a visiting scholar at Stanford University; as a Libra Scholar, University of Southern Maine; as a director of the Centers for Classroom Assessment and Performance Assessment at the Northwest Regional Laboratory, Portland, Oregon; and as a member of the Lewis and Clark College, Portland.

• Understanding Assessment’s Role in LearningEstablishing Purpose: Assessment for and of LearningDefining the Intended LearningPlanning the Assessment: Sound DesignDesigning and Using a Selected Response AssessmentDesigning and Using a Written Response AssessmentDesigning and Using a Performance AssessmentUsing Personal Communication as an Assessment MethodDeriving Accurate, Fair, and Defensible GradesStudents Tracking and Reflecting on Their Own LearningConferencing with and About StudentsAPPENDICES Assessing DispositionsProfessional Development with the Text

About our authors Jan Chappuis, educator and author, joined Rick Stiggins at the Assessment Training Institute in Portland, Oregon, in 2001. Prior to that she had been an elementary and secondary teacher as well as a curriculum developer in English/language arts, mathematics, social studies and world languages.For over 25 years, she has written books and developed workshops on classroom assessment literacy, presenting both nationally and internationally. She is recognized as a national thought leader in the area of formative assessment for her work in translating research into practical classroom applications. She is the author of Seven Strategies of Assessment for Learning (2015) and Learning Team Facilitator Handbook (2007), and co-author of Creating and Recognizing Quality Rubrics (2006), Classroom Assessment for Student Learning: Doing It Right, Using It Well (2012), and Understanding School Assessment: A Parent and Community Guide to Helping Students Learn (2002).Richard Stiggins founded the Assessment Training Institute in Portland, Oregon, in 1992 to provide professional development for educators facing the challenges of day-to-day classroom assessment.Dr. Stiggins received his bachelor's degree from the State University of New York at Plattsburgh, master's degree in industrial psychology from Springfield (MA) College, and doctoral degree in education measurement from Michigan State University. Dr. Stiggins began his assessment work on the faculty of Michigan State before becoming a member of the faculty of educational foundations at the University of Minnesota, Minneapolis. In addition, he has served as director of test development for the ACT, Iowa City, Iowa; as a visiting scholar at Stanford University; as a Libra Scholar, University of Southern Maine; as a director of the Centers for Classroom Assessment and Performance Assessment at the Northwest Regional Laboratory, Portland, Oregon; and as a member of the Lewis and Clark College, Portland.

• Understanding Assessment’s Role in LearningEstablishing Purpose: Assessment for and of LearningDefining the Intended LearningPlanning the Assessment: Sound DesignDesigning and Using a Selected Response AssessmentDesigning and Using a Written Response AssessmentDesigning and Using a Performance AssessmentUsing Personal Communication as an Assessment MethodDeriving Accurate, Fair, and Defensible GradesStudents Tracking and Reflecting on Their Own LearningConferencing with and About StudentsAPPENDICES Assessing DispositionsProfessional Development with the Text