Proficiency-Based Assessment: Process, Not Product

Confront traditional, ineffective grading practices. With this user-friendly resource, K-12 teachers will discover how to close the gaps between assessment, curriculum, and instruction by replacing outmoded assessment methods with proficiency-based assessments. Learn the essentials of proficiency-based assessment, investigate why this kind of assessment has a key relationship with teaching and learning, and explore evidence-based strategies for successful implementation.

Benefits:

• Follow a curriculum team's journey through the process of learning about and implementing proficiency-based assessment.
• Discover how the phases in the proficiency-based assessment implementation process relate to each other and how each is important.
• Build new, informed classroom outlooks by understanding the causes of learning gaps.
• Study the commitments, unexpected combinations, insights, decisions, and assertions related to proficiency-based assessment.
• Examine the types of assessment that teachers need to use and fully grasp in order to reach goals for student achievement and create harmonious assessment environments.

Contents:
Introduction
Chapter 1: Beyond the Formative and Summative Divide
Chapter 2: Preparation
Chapter 3: Incubation
Chapter 4: Insight
Chapter 5: Evaluation
Chapter 6: Elaboration
Epilogue: Professional Learning as a Creative Process

Troy Gobble is the principal of Adlai E. Stevenson High School in Lincolnshire, Illinois. Troy joined Stevenson as assistant principal for teaching and learning for the 2010-11 school year. He served in a similar capacity at Riverside Brookfield High School in 2009-10, and spent a total of nine years at the school. Troy was chairman of the science department prior to becoming assistant principal and also taught physics. He began his teaching career at Carl Sandburg High School in 1992.

In 2006, Troy earned the Outstanding Illinois High School Physics Teacher Award from the Illinois section of the American Association of Physics Teachers.

Mark Onuscheck is director of curriculum, instruction, and assessment at Adlai E. Stevenson High School in Illinois. He is a former English teacher and director of communication arts. In his current role, Mark works with academic divisions around professional learning, articulation, curricular and instructional revision, evaluation, assessment, social emotional learning, technologies, and implementation of the Common Core. He is also an adjunct professor at DePaul University.

Mark was awarded the Quality Matters Star Rating for his work in online teaching. He helps to build curriculum and instructional practices for TimeLine Theatre's arts integration program for Chicago Public Schools. Additionally, he is a grant recipient from the National Endowment for the Humanities and a member of the Association for Supervision and Curriculum Development, National Council of Teachers of English, International Reading Association, and Learning Forward.

Anthony Reibel is director of assessment, research, and evaluation at Adlai E. Stevenson High School in Illinois. He administers assessments, manages student achievement data, and oversees instructional practice. Anthony began his professional career as a technology specialist and entrepreneur. After managing several businesses, he became a Spanish teacher at Stevenson. He has also served as a curricular team leader, core team leader, coach, and club sponsor.

In 2010, Anthony received recognition from the state of Illinois and the Illinois Computer Educators named him Technology Educator of the Year. He is a member of the Association for Supervision and Curriculum Development, IPA, Illinois Principal's Association, Illinois Computing Educators, and American Council on the Teaching of Foreign Languages.

Eric Twadell, PhD, is superintendent of Adlai E. Stevenson High School in Lincolnshire, Illinois. He has been a social studies teacher, curriculum director, and assistant superintendent for leadership and organizational development.

Stevenson High School has been described by the United States Department of Education (USDE) as the most recognized and celebrated school in America and is one of only three schools to win the USDE National Blue Ribbon Schools award on four occasions. Stevenson was one of the first comprehensive schools designated a New American High School by USDE as a model of successful school reform and is repeatedly cited as one of the top high schools in the United States and the birthplace of the Professional Learning Communities at WorkTM process.

Eric is a coauthor who has also written several professional articles. As a dedicated PLC practitioner, he has worked state departments of education and local schools and districts nationwide to achieve school improvement and reform. An accessible and articulate authority on PLC concepts, Eric brings hands-on experience to his presentations and workshops.

In addition to his teaching and leadership roles, he has been involved in coaching numerous athletic teams and facilitating outdoor education and adventure travel programs. He is a member of many professional organizations.