Reimagining Balanced Assessment Systems

Scott F. Marion, James W. Pellegrino, and Amy I. Berman, Editors

Table of Contents

Chapter 1

Reimagining Balanced Assessment Systems: An Introduction
Scott F. Marion, National Center for the Improvement of Educational Assessment, James W. Pellegrino, University of Illinois Chicago, and Amy I. Berman, National Academy of Education

Chapter 2

The Struggle to Implement Balanced Assessment Systems: Explanations and Opportunities
Morgan S. Polikoff, University of Southern California, and Ethan L. Hutt, University of North Carolina at Chapel Hill

Chapter 3

Human Learning and Development: Theoretical Perspectives to Inform Assessment Systems
Susan R. Goldman, University of Illinois Chicago, and Carol D. Lee, Northwestern University

Chapter 4

Classroom Activity Systems to Support Ambitious Teaching and Assessment
Maria Araceli Ruiz-Primo, Stanford University, and Erin M. Furtak, University of Colorado Boulder

Chapter 5

Assessment Literacy and Professional Learning
E. Caroline Wylie, National Center for the Improvement of Educational Assessment, and Margaret Heritage, Heritage Consulting

Chapter 6

District and School Practices and Assessments to Support a Learning-Centered Vision
Elena Diaz-Bilello, University of Colorado Boulder, and Jared Anthony, Carnegie Foundation for the Advancement of Teaching

Chapter 7

State Practices and Balanced Assessment Systems
Carla Evans, National Center for the Improvement of Educational Assessment, and Erika Landl, National Center for the Improvement of Educational Assessment

Chapter 8

Developing, Implementing, and Institutionalizing Complex Educational Innovations: Considerations for Balanced Assessment Systems
Donald J. Peurach, University of Michigan, and Jennifer Lin Russell, Vanderbilt University

Chapter 9

Policy Influences on Ambitious Classroom Instruction, Assessment, and Learning
Laura S. Hamilton, American Institutes for Research, and José Felipe Martínez, University of California, Los Angeles

Committee on Reimagining Balanced Assessment Systems

Scott F. Marion (Co-Chair)
National Center for the Improvement of Educational
Assessment

James W. Pellegrino (Co-Chair)
University of Illinois Chicago

Linda Darling-Hammond
Learning Policy Institute and Stanford University

Edward Haertel
Stanford University

Jennifer Randall
University of Michigan

Lorrie Shepard
University of Colorado

Guillermo Solano-Flores
Stanford University

James Spillane
Northwestern University

Jonathan Supovitz
University of Pennsylvania

CONTACT


Contact Amy Berman

The project and research is supported by funding from Smarter Balanced/University of California Santa Cruz. The opinions expressed are those of the NAEd and authors and do not represent views of Smarter Balanced/University of California Santa Cruz.

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