Chappuis, J., & Stiggins, R., 2020. Classroom assessment for student learning: Doing it right—using it well, 3e. Hoboken, NJ: Pearson Education.
Chappuis, J., & Stiggins, R. J. 2017. An introduction to student-involved assessment for learning, 7e. New York, NY: Pearson Education.
Chappuis, J. 2015. Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education.
Chappuis, J. 2007. Learning team facilitator handbook: A resource for collaborative study of Classroom Assessment for Student Learning. Upper Saddle River, NJ: Pearson Education.
Arter, J. & Chappuis, J. 2006. Creating & recognizing quality rubrics. Upper Saddle River, NJ: Pearson Education.
Chappuis, S., Stiggins, R., Arter, J., & Chappuis, J. 2004. Assessment for learning: An action guide for school leaders. Portland, OR: Assessment Training Institute.
Chappuis, S. & Chappuis, J. 2002. Understanding school assessment: A parent and community guide to helping students learn. Upper Saddle River, NJ: Pearson Education.
Professional Articles & Papers
Chappuis, J. (Forthcoming). Student Involvement in Assessment. In S. Brookhart (Ed.), Assessment Section; D. Fisher (Ed.), Routledge Encyclopedia of Education (Online). Taylor & Francis: New York.
Chappuis, J. 2014. Thoughtful assessment with the learner in mind. Educational Leadership, 71(6), 20-26.
Chappuis, J. 2012. “How am I doing?" Educational Leadership, 70(1), 36-41.
Chappuis, S., Chappuis, J., & Stiggins, R. 2009. The quest for quality. Educational Leadership, 67(3), 14-19.
Chappuis, S., Chappuis, J., & Stiggins, R. 2009. Supporting teacher learning teams. Educational Leadership, 66(5), 56-60.
Chappuis, S. & Chappuis, J. 2008. The best value in formative assessment. Educational Leadership 65(4), 14–18.
Stiggins, R. J. & Chappuis, J. 2008. Enhancing student learning. District Administrator, January.
Stiggins, R. & J. Chappuis. 2006. What a difference a word makes. Journal of Staff Development, 27(1), 10-14.
Chappuis, J. 2005. Helping students understand assessment. Educational Leadership, 63(3), 39-43.
Stiggins, R. J. & Chappuis, J. 2005. Using student-involved classroom assessment to close achievement gaps. Theory Into Practice, 44(1), 11-18.
Seven Strategies of Assessment for Learning, 2e
This combination textbook and workbook organizes research-based recommendations about classroom assessment practices around three formative assessment questions: “Where am I going?”; “Where am I now?”; and “How can I close the gap?” The framework is sequenced so that educators can easily weave assessment for learning practices into daily teaching and assessment activities.
Presented in a format appropriate for use by individuals or collaborative learning teams, the book helps educators apply high-impact formative assessment practices more intentionally in their classrooms. The seven strategies are:
Where Am I Going?
Strategy 1: Provide students with a clear and understandable vision of the learning target.
Strategy 2: Use examples and models of strong and weak work.
Where Am I Now?
Strategy 3: Offer regular descriptive feedback during the learning.
Strategy 4: Teach students to self-assess and set goals for next steps.
How Can I Close the Gap?
Strategy 5: Use evidence of student learning to determine next steps in teaching.
Strategy 6: Design focused instruction, followed by practice with feedback.
Strategy 7: Provide students opportunities to track, reflect on, and share their learning progress.
The companion CD includes 42 video clips of teachers and students using the seven strategies and discussing their impact on motivation and learning. Additionally, it provides all necessary learning team resources: suggestions for forming and facilitating learning teams, suggestions for pacing the learning, and chapter-by-chapter forms and materials for completing the activities.
Classroom Assessment for Student Learning: Doing It Right--Using It Well, 3e
This combination textbook and workbook is structured to help classroom teachers increase their ability to gather accurate information about student learning and to use that information well, both for summative and formative purposes.
Grounded in research shown to increase student motivation and learning through improved classroom assessment, this user-friendly, practical book is full of real-world examples of what assessment for learning looks like in today’s classrooms. Presented in a format appropriate for use by individuals or collaborative learning teams, the book describes five keys to assessment quality that elaborate on two central concepts: How to create accurate classroom assessments of all types and how to integrate assessment with instruction day to day, with a focus on student involvement. The five keys to classroom assessment quality are:
Key 1: Clear Purpose
Establish a clear assessment purpose to meet information needs of all intended users
Key 2: Clear Targets
Base instruction and assessment on clear learning targets
Key 3: Sound Design
Design or select all assessments to meet standards of accuracy
Key 4: Formative Usefulness
Diagnose student learning needs, offer effective feedback, and involve students in the assessment process
Key 5: Effective Communication
Communicate summative and formative results effectively; engage students in tracking, reflecting on, and sharing their learning progress
The companion website provides all necessary learning team resources: suggestions for forming and facilitating learning teams, suggestions for pacing the learning, and chapter-by-chapter forms and materials for completing the activities.