Defensible Teacher Evaluation: Student Growth Through Classroom Assessment

by Rick J. Stiggins

Meaningful teacher evaluation starts with visible student growth Annual standardized test scores cannot provide evidence of student growth needed to evaluate teacher performance. But consider student growth in the form of evidence derived from classroom assessment and you’re on to something. This revolutionary book helps you bring classroom assessment to bear for real school improvement,

Genres: Education

160 pages, Paperback

First published February 25, 2014

About the author

Richard John Stiggins is the retired founder and president of the Assessment Training Institute (ATI), Portland, Oregon, a professional development company created and designed to provide teachers and school leaders with the assessment literacy needed to face the assessment challenges that pervade American education today. He is a native of Canandaigua, New York and a graduate of the State University of New York at Plattsburg where he majored in psychology. He also holds a master’s degree in industrial psychology from Springfield (MA) College and received a Ph.D. in educational measurement from Michigan State University.

Reviews

[Dave Moyer · Rating 5 out of 5]

If all teachers could be assessment literate as Stiggins defines, students would achieve at much higher levels in this country, and a great many of our issues would be significantly reduced. Imagine on top of it if administrators could supervise appropriately to these instructional practices--oh the synergy of it all! We will be using this book as part of our principal professional development this year. When it comes to assessment, teachers, schools and districts could start and stop with Stiggins and do just fine. In fact, a policy maker or two might stand to listen to people who know what they're talking about just once in a God damn while, and we might be a little further ahead as well.

[Sean Kottke · Rating 5 out of 5]

An excellent plea for dramatically increasing teachers' assessment literacy as an answer to the most problematic aspects of the current zeitgeist around teacher accountability based on student growth. Really, it's not a lot different from the framework for assessment of student progress promoted in my teacher education coursework at Eastern Michigan University in the early 90's, amped up for use in evaluating teacher effectiveness and connected to standards.