CT-7400: Assessment Practices

Nelson, L. L., & Rose, D. H. (2014). Design and deliver: Planning and teaching using universal design for learning. Brookes Publishing.
Read Chapter 6: Designing with Learning in Mind (pp. 99-111). This chapter includes guidance on taking inventory of available resources and provides several examples of putting resources to work when designing and implementing lessons using UDL.

Afflerbach, P. (2018). Understanding and using reading assessment, K-12 (3rd ed.). ASCD.
Read Chapter 9: Promoting Self-Assessment to Help Students Build Reading Independence (pp. 230-247). This chapter describes the process of assessment as learning, where teachers bring students into the assessment process as a participant.

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Read Chapter 3: Writing or Selecting Effective Rubrics (pp. 23-39), Chapter 9: Rubrics and Formative Assessment: Sharing Learning Targets With Students (pp. 93-101), and Chapter 10: Rubrics for Formative Assessment Feedback and Student Self-Assessment (pp. 102-111). These chapters provide nuts-and-bolts ideas on how to create rubrics.

Panadero, E., Jonsson, A., & Strijbos, J. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implication. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge and implementation (pp. 311-326). Springer.
This article provides an excellent definition of assessment for learning. The authors discuss the role of self-assessment and peer-assessment in this process, including best practices for implementation to make these processes meaningful and valuable to learners.

White, K. (2017). Softening the edges: Assessment practices that honor K-12 teachers and learners. Solution Tree Press.
Read Chapter 5: Self Assessment and Goal Setting.This chapter introduces self-assessment, including how teachers can integrate it into the learning process and what considerations teachers should consider for implementation. There are better implementations for practice that make self-assessment more successful and meaningful to the learner.

Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H.(2017). Self-grading and peer-grading for formative and summative assessments in 3rd grade through 12th grade classrooms: A meta-analysis, Journal of Educational Psychology, 109(8), 1049-1066.
This study provides an excellent review of the literature on self-grading and peer grading practices related to assessment for learning. The author explains how both can work and possibly contribute to learning and in what conditions.