Steve Chappuis has served as a public school teacher, principal and district administrator. In the private sector he helped small and large education service companies establish strategic plans for professional development and publishing. He has delivered presentations around the country to school leaders on the benefits of quality classroom assessment and how to implement local balanced assessment systems, and has authored and co-authored books and articles on the same topics. Susan M. Brookhart, Ph.D., is Professor Emerita in the School of Education at Duquesne University. She is also an independent educational consultant, professional developer, and author. Dr. Brookhart’s interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. Dr. Brookhart was the 2007-2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education.   She is author or co-author of twenty books and numerous articles and book chapters on classroom assessment, teacher professional development, and evaluation.  She serves on several editorial boards and research advisory panels.  She has received the 2014 Jason Millman Award from the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) and the 2015 Samuel J. Messick Memorial Lecture Award from Educational Testing Service. Educator and author Jan Chappuis began her career as an elementary and secondary teacher, after which she became a curriculum developer in English/language arts, mathematics, social studies, and world languages. She joined Assessment Training Institute in 2001, working with Rick Stiggins and Steve Chappuis to write books and develop workshops focused on classroom assessment practices that support learning. Jan is currently an independent consultant  A respected expert and thought leader in the area of formative assessment, she presents 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, 2nd ed. (2015) and co-author of Classroom Assessment for Student Learning: Doing It Right—Using It Well, 3rd ed. (2020); An Introduction to Student-Involved Assessment FOR Learning, 7th ed. (2017); Creating and Recognizing Quality Rubrics (2006); and Understanding School Assessment—A Parent and Community Guide to Helping Students Learn (2002).For more information, please visit www.janchappuis.com.

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• OverviewChapter 1: Comprehensive and Balanced Assessment SystemsChapter 2: Clear StandardsChapter 3: Standards of Assessment QualityChapter 4: Formative Assessment PracticesChapter 5: Grading PracticesChapter 6: Communicates EffectivelyChapter 7: Ethical and Appropriate Assessment UseChapter 8: Evaluate assessment competencies and appropriate professional developmentChapter 9: Analysis of Student Assessment InformationChapter 10: School and District Assessment PoliciesReferences

Steve Chappuis has served as a public school teacher, principal and district administrator. In the private sector he helped small and large education service companies establish strategic plans for professional development and publishing. He has delivered presentations around the country to school leaders on the benefits of quality classroom assessment and how to implement local balanced assessment systems, and has authored and co-authored books and articles on the same topics. Susan M. Brookhart, Ph.D., is Professor Emerita in the School of Education at Duquesne University. She is also an independent educational consultant, professional developer, and author. Dr. Brookhart’s interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. Dr. Brookhart was the 2007-2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education.   She is author or co-author of twenty books and numerous articles and book chapters on classroom assessment, teacher professional development, and evaluation.  She serves on several editorial boards and research advisory panels.  She has received the 2014 Jason Millman Award from the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) and the 2015 Samuel J. Messick Memorial Lecture Award from Educational Testing Service. Educator and author Jan Chappuis began her career as an elementary and secondary teacher, after which she became a curriculum developer in English/language arts, mathematics, social studies, and world languages. She joined Assessment Training Institute in 2001, working with Rick Stiggins and Steve Chappuis to write books and develop workshops focused on classroom assessment practices that support learning. Jan is currently an independent consultant  A respected expert and thought leader in the area of formative assessment, she presents 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, 2nd ed. (2015) and co-author of Classroom Assessment for Student Learning: Doing It Right—Using It Well, 3rd ed. (2020); An Introduction to Student-Involved Assessment FOR Learning, 7th ed. (2017); Creating and Recognizing Quality Rubrics (2006); and Understanding School Assessment—A Parent and Community Guide to Helping Students Learn (2002).For more information, please visit www.janchappuis.com.

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• OverviewChapter 1: Comprehensive and Balanced Assessment SystemsChapter 2: Clear StandardsChapter 3: Standards of Assessment QualityChapter 4: Formative Assessment PracticesChapter 5: Grading PracticesChapter 6: Communicates EffectivelyChapter 7: Ethical and Appropriate Assessment UseChapter 8: Evaluate assessment competencies and appropriate professional developmentChapter 9: Analysis of Student Assessment InformationChapter 10: School and District Assessment PoliciesReferences

Steve Chappuis has served as a public school teacher, principal and district administrator. In the private sector he helped small and large education service companies establish strategic plans for professional development and publishing. He has delivered presentations around the country to school leaders on the benefits of quality classroom assessment and how to implement local balanced assessment systems, and has authored and co-authored books and articles on the same topics. Susan M. Brookhart, Ph.D., is Professor Emerita in the School of Education at Duquesne University. She is also an independent educational consultant, professional developer, and author. Dr. Brookhart’s interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. Dr. Brookhart was the 2007-2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education.   She is author or co-author of twenty books and numerous articles and book chapters on classroom assessment, teacher professional development, and evaluation.  She serves on several editorial boards and research advisory panels.  She has received the 2014 Jason Millman Award from the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) and the 2015 Samuel J. Messick Memorial Lecture Award from Educational Testing Service. Educator and author Jan Chappuis began her career as an elementary and secondary teacher, after which she became a curriculum developer in English/language arts, mathematics, social studies, and world languages. She joined Assessment Training Institute in 2001, working with Rick Stiggins and Steve Chappuis to write books and develop workshops focused on classroom assessment practices that support learning. Jan is currently an independent consultant  A respected expert and thought leader in the area of formative assessment, she presents 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, 2nd ed. (2015) and co-author of Classroom Assessment for Student Learning: Doing It Right—Using It Well, 3rd ed. (2020); An Introduction to Student-Involved Assessment FOR Learning, 7th ed. (2017); Creating and Recognizing Quality Rubrics (2006); and Understanding School Assessment—A Parent and Community Guide to Helping Students Learn (2002).For more information, please visit www.janchappuis.com.

Select Guide Rating

• OverviewChapter 1: Comprehensive and Balanced Assessment SystemsChapter 2: Clear StandardsChapter 3: Standards of Assessment QualityChapter 4: Formative Assessment PracticesChapter 5: Grading PracticesChapter 6: Communicates EffectivelyChapter 7: Ethical and Appropriate Assessment UseChapter 8: Evaluate assessment competencies and appropriate professional developmentChapter 9: Analysis of Student Assessment InformationChapter 10: School and District Assessment PoliciesReferences