New from Pearson ATI, Assessment Balance and Quality: An Action Guide for School Leaders, 3/e, is chock full of practical activities. Designed to enhance understanding of sound assessment practice; administrators gain a clear vision of what excellence in assessment looks like and the seven essential assessment actions schools and districts can take to realize that vision. Also presented are ten assessment competencies for school leaders, with activities and resources to help them learn and apply the skills. Professional Papers and Recent Staff Articles Chappuis, Stephen & Stiggins, Richard J. (10/10/2008).Finding balance: Assessment in the middle school classroom. Additional Resources Visit http://ati.pearson.com to read more articles on assessment, download study guides, and more!

Build a balanced assessment system and support ESSA requirements! The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts, and this comprehensive guide helps leaders meet and succeed that challenge. Authors Chappuis, Commodore and Stiggins have helped thousands of teachers, principals and other educational leaders in becoming assessment-literate and developing assessment systems built on quality assessment. Readers will learn how to: Develop balance in an assessment system by combining formative and summative approaches, providing insight on students’ progress Strengthen classroom-based assessment and involve students in self-assessment

THE BEST-SELLING BOOK ON THE TOPIC! The third edition of Balance Function Assessment and Management, the leading textbook on the subject, continues to comprehensively address the assessment and treatment of balance system impairments through contributions from top experts in the areas of dizziness and vertigo. Designed for use in graduate audiology programs and by practicing audiologists, this is also a valuable text for those in the fields of physical therapy, otolaryngology, and neurology. New to the Third Edition: * Reorganized with the expertise of four additional Editors: Kamran Barin, PhD, Robert F. Burkard, PhD, Kristen Janky, AuD, PhD, and Devin L. McCaslin, PhD * Three new chapters: An Historical Perspective of the Perception of Vertigo, Dizziness, and Vestibular Medicine (Zalewski); Vestibular Balance Therapy for Children (Christy); and Challenging Cases (Shepard) * All existing chapters have been revised and updated * An effort has been made to make the text more concise * Three new helpful appendices covering the pathophysiology behind dizziness, coding and billing, and an overview of Interprofessional Education (IPE) and Interprofessional Practice (IPP) Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.

"Helps administrators gain a clear vision of what excellence in assessment looks like and what it takes to achieve that vision. The specific competencies leaders need to support assessment FOR learning are identified, with activities and resources to help them learn and apply the skills. Written for use by individuals or group study."--Publisher's website.

Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.

Stiggins offers a bold plan for reforming assessment practice and culture to generate accurate accountability data, improve classroom instruction, and support student learning and well-being.

Gives K to 12 classroom teachers incisive look at seven practical strategies structured around three essential questions; Where am I going? Where am I now? and How can I close the gap?