Review of Assessing Student Learning by Design: Principles and Practices for Teachers and School Leaders, by Jay McTighe and Steve Ferrara
DOI:
https://doi.org/10.14507/er.v32.3907Author Biography
Jonathan Brinley, Utah State University
Jonathan Brinley is a doctoral candidate at Utah State University in Logan, Utah, where he is studying Education: Curriculum and Instruction with a concentration on School Leadership. In addition to his doctoral work, Jonathan works as a professional religious educator with more than 25 years of teaching experience.
References
Australian Skills Quality Authority. (2015). Principles of assessment in the Standards for Registered Training Organisations. https://www.asqa.gov.au/course-accreditation/users-guide-standards-vet-accredited-courses/accredited-courses-guide-appendices/appendix-6-principles-assessment
Feldman, J. (2019). Grading for equity, what it is, why it matters, and how it can transform schools and classrooms. SAGE Publications.
Guskey, T. (2020). Get set. Go: Creating effective grading and reporting systems. Solutions Tree.
Jobs for the Future. (2018, September 10). Ten principles for a high-quality system of assessments. https://files.eric.ed.gov/fulltext/ED581686.pdf
Michigan Assessment Consortium. (May 4, 2021). Book chat with Jay McTighe [Video File]. Retrieved from https://vimeo.com/545122173/7e632bbd87
Yale University Poorvu Center for Teaching and Learning. (2021). Examples of formative and summative assessments. https://poorvucenter.yale.edu/Formative-Summative-Assessments
(Reviewed book) McTighe, J., & Ferrara, S. (2021). Assessing student learning by design: Principles and practices for teachers and school leaders. Teachers College Press.
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