Assessing Unstoppable Learning. Tom Hierck
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School
Alpine, Utah
Paula Maeker
Educational Consultant
Spring, Texas
Cody Mothershead
Principal
White River High School
Buckley, Washington
Stacie Stanley
Director of Curriculum, Instruction, and Support Services
Burnsville-Eagan-Savage School District 191
Burnsville, Minnesota
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Table of Contents
Reproducible pages are in italics.
Systems Thinking and Unstoppable Assessment
Four Principles of Systems Thinking
1 Building Trust and Healthy Relationships to Leverage Assessment
Building the Foundation of Trust
Establishing Norms and Guidelines
Valuing Collective Analysis
Moving From Positional Hierarchy to Collective Commitment
Fostering Healthy Professional Relationships
Concluding Thoughts to Heighten Systems Thinking
2 Seeking Evidence to Launch Assessments With the End in Mind
Guaranteed and Viable Curriculum
Collaborative Team Structures and Processes
Common Set of Priority Standards by Course
Common Scope and Sequence
Intentional Planning
Concluding Thoughts to Heighten Systems Thinking
Seeking Evidence Systems Protocol
Focusing Our View Within the System: Seeking Evidence
3 Gathering Evidence to Use Assessment as Instruction
Understanding Balanced Assessment
Clarifying Assessment Types and Purposes
Utilizing Summative and Formative Assessments Effectively
Leveraging Cognitive Rigor
Designing Accurate Assessments
Applying Project-Based Learning
Concluding Thoughts to Heighten Systems Thinking
Gathering Evidence Systems Protocol
Focusing Our View Within the System: Gathering Evidence
4 Discussing Evidence to Leverage Assessment as Learning
Protocols for Discussing Evidence
Causality Conversations
Concluding Thoughts to Heighten Systems Thinking
Focusing Our View Within the System: Discussing Evidence
5 Responding to Evidence to Adapt Assessment as Instruction
Data Team Processes
Differentiation
Assessment and Instruction: Two Sides of the Same Coin
Response to Instruction and Effective Intervention Planning
Teacher Capacity
Student Investment
Goal Reflection
Concluding Thoughts to Heighten Systems Thinking
Responding to Evidence Systems Protocol
Focusing Our View Within the System: Responding to Evidence
6 Embedding Evidence-Based Practices in Learning Organizations
Embedding Evidence-Based Practices as Leaders
Embedding Evidence-Based Practices as Teams
Concluding Thoughts to Heighten Systems Thinking
Embedding Evidence-Based Practices Systems Protocol
Focusing Our View Within the System: Embedding Evidence-Based Practices
Epilogue: Championing the Work—Dream, Design, Do, and Discover
Panoramic Questions
About the Editors
Douglas Fisher, PhD, is professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. He teaches courses in instructional improvement and formative assessment. As a classroom teacher, Fisher focuses on English language