Quality Performance Assessment: A Guide for Schools and Districts

Center For Collaborative Education

ISBN 10: 0988311607 / ISBN 13: 9780988311602

Published by Center for Collaborative Education, 2012

About this Item

A NF copy.

Seller Inventory # 025842

Bibliographic Details

• Title: Quality Performance Assessment: A Guide for Schools and Districts
• Publisher: Center for Collaborative Education
• Publication Date: 2012
• Language: English
• ISBN 10: 0988311607
• ISBN 13: 9780988311602
• Binding: Soft cover
• Condition: NF
• Dust Jacket Condition: None Issued
• Book Type: Book
• Seller catalogs:
  • Art

About this title

Synopsis

Quality Performance Assessment: A Guide for Schools and Districts, created by performance assessment pioneer The Center for Collaborative Education, is for schools, districts and state boards of education wanting to create learning environments that emphasize deep understanding of content and effective demonstration of complex, 21st-century college and career ready skills using assessment as a tool. The Guide looks at the process for making assessment rigorous, valid and reliable; and, at the same time, relevant and engaging for students by providing strong linkages to curriculum and instruction, building a shared understanding of expectations and interpretation of standards. Employing a framework created and field tested in collaboration with 20 diverse schools and mapped to the Common Core State Standards and other important education standards and goals, users explore the process of developing assessments, with tools, protocols and case studies that showcase various entry points and experiences of the schools. Professional development material is included. Paul Leather, Deputy Commissioner at the New Hampshire Department of Education, calls the Guide “first rate” and “highly creative” for “offering tools to assess what students actually know and can do, along with invaluable guidance for teachers seeking to apply such authentic assessment in their classrooms.” Leather believes that the QPA approach of addressing all students where they actually are in their learning “offers the best hope for closing the achievement gap.”