Assessment practices in schools often stem from outdated traditions that don’t serve today’s learners. Assessment Literacy for Educators is the culmination of Robert J. Marzano’s decades of work, coauthored with Michael D. Evans and Julia A. Simms. Presenting 43 tenets for assessment literacy, the book equips teachers and leaders to replace outdated grading practices with equitable, accurate approaches that truly advance student learning.
K–12 educators and preservice teachers can use this book to: - Understand the history of assessment in the United States, including failures and biases
- Learn the technical characteristics and limitations of influential large-scale exams
- Employ a variety of effective classroom assessments to measure student knowledge on specific learning progressions
- Aggregate formative assessment scores over time and compute summative scores to accurately report student status and growth
- Individualize the assessment and learning process with competency-based practices
Contents: Introduction: Revisiting Assessment Practices
Part I: Large-Scale Assessments Chapter 1: The Influence of Large-Scale Assessments
Chapter 2: Technical Characteristics of Large-Scale Assessments
Part II: Classroom Assessments Chapter 3: Rethinking Classroom Assessments
Chapter 4: Scoring Classroom Assessments
Chapter 5: Aggregating Classroom Assessment Scores
Part III: Grading Practice Chapter 6: Grading Systems
Chapter 7: Competency-Based Systems
Epilogue: Applying the Tenets of Assessment Literacy
References and Resources
Index
Robert J. Marzano, PhD, is cofounder and chief academic officer of Marzano Resources in Denver, Colorado. During his 50 years in the field of education, he has worked with educators as a speaker and trainer and has authored more than 50 books and 200 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Five Big Ideas for Leading a High Reliability School, The Marzano Academies series, Improving Teacher Development and Evaluation, Leading a High Reliability School, The Classroom Strategies series, A Handbook for High Reliability Schools, and Marzano Mastery Approaches. His practical translations of the most recent research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.
Dr. Marzano received a bachelor’s degree from Iona College in New York, a master’s degree from Seattle University, and a doctorate from the University of Washington.
To learn more about Dr. Marzano, visit.marzanoresources.com.
Michael D. Evans, EdD, has spent over 30 years working in education serving in the role of teacher, counselor, principal, and district administrator. Throughout his career, he has focused on helping schools move toward personalized competency-based education models.
Dr. Evans has hands-on experience implementing standards-based learning and High Reliability Schools frameworks in multiple districts. He has seen firsthand what works—and what doesn’t—when schools attempt to transform their practices. As an associate with Marzano Resources, Dr. Evans brings a practical perspective to schools and districts across the United States, helping them navigate the challenges of educational change. Dr. Evans is a contributing author of Leading the Evolution: How to Make Personalized Competency-Based Education a Reality and continues to advocate for educational approaches that put student learning at the center.
Dr. Evans holds a doctorate in educational administration from Lindenwood University, a specialist in educational administration from William Woods University, a master’s in counseling from Missouri State University, and a bachelor of education from Missouri Southern State University.
Julia A. Simms is vice president of Marzano Resources. A former classroom teacher, she now serves on a team that develops research-based books and resources. Her expertise includes effective instruction, learning progressions and proficiency scales, assessment and grading, argumentation and reasoning skills, and literacy development. She has authored or coauthored 16 books, including The Marzano Synthesis, A Handbook for High Reliability Schools, Marzano Mastery Approaches, The New Art and Science of Teaching Reading, Where Learning Happens, and Guide on the Side.
Simms received a bachelor’s degree from Wheaton College and master’s degrees in educational administration and K–12 literacy from Colorado State University and the University of Northern Colorado.
