Going Public with Assessment: A Community Practice Approach
The authors share classroom vignettes, strategies, and resources for “going public” with literacy assessment through teacher collaboration with colleagues, with families, and with the community. Principles in Practice imprint
This is a print version of the book. A PDF ebook version is also available.
In this volume of the Principles in Practice Literacy Assessment strand of books, veteran educators Kathryn Mitchell Pierce and Rosario Ordoñez-Jasis share classroom vignettes, strategies, and resources for “going public” with literacy assessment through teacher collaboration with colleagues, with families, and with the community.
Drawing from the IRA–NCTE Standards for the Assessment of Reading and Writing, Revised Edition, and their own extensive experience, the authors have compiled a set of collaborative assessment principles, as well as a model for teacher professional development around assessment, to guide teachers from assessment theory to practical implementation in the classroom.
Teachers are at the heart of assessment conversations because they have up-close and personal experiences with how assessments impact their students. These experiences provide an invaluable perspective that is essential to all decision making about assessing student learning. But teachers don’t—or shouldn’t—stand alone. Their critical expertise is strengthened by the experiences and expertise of others invested in the success of our students—colleagues, families, communities, and students themselves. Principles in Practice imprint.
153 pp. 2018. Grades K–12.