Foreword by Myron Dueck Acknowledgments Introduction Understanding the Purpose of This Book Broad History of Assessment (For, Of, As) Intended Purpose and Audience (Why, How, and What Next) Embedded Case Study Within This Book About the Authors Chapter 1. Introduction and Rationale for Grading Reform Through Target-Based Assessment, Grading, and Reporting What Is Target-Based Assessment, Grading, and Reporting? How Is Target-Based Assessment and Grading Different From Standards-Based Assessment and Grading? What Is Target-Based Reporting? Why Target-Based Assessment, Grading, and Reporting? Grades That Are Supportive of Learning Conclusion Chapter 2. Key Characteristics When Grading for Impact Components of Target-Based Assessment, Grading, and Reporting Systems How to Gather Evidence of Learning Data Supporting Increases in Student Learning Challenges With Target-Based Assessment, Grading, and Reporting How Target-Based Assessment and Grading Was Born in Winneconne, Wisconsin Winneconne Community School District (WI) Case Study (The HOW) A Simplified Process for Target-Based Assessment, Grading, and Reporting in Collaborative Teams (How to Actually Do This Work) Conclusion Chapter 3. Prioritizing Instruction: Building From the Standards to Determine Your Targets A Process for Prioritizing Instruction and Standards (From the 13 Steps to Target-Based Grading) Conclusion Chapter 4. Building High-Quality Learning Targets Based on Prioritized Standards A Process for Writing Clear Learning Targets Elementary Learning Target Examples Middle School Learning Target Examples High School Learning Target Examples Conclusion Chapter 5. Organizing Learning Targets in a Target-Based System Proficiency Scales Versus Proficiency Targets Conclusion Chapter 6. Building High-Quality Assessments Aligned to Learning Targets Using Assessment as Evidence Gathering A Different Way of Thinking About Assessment (Hiring Committees) Conclusion Chapter 7. Providing Feedback and Aligning Reassessment Designing Units of Instruction Design Learning-Target-Specific Units of Instruction Conclusion Chapter 8. Communicating Achievement in a Target-Based Grading System Purposes of Grading and Reporting Frequency of Reporting Example of PAW in MasteryConnect Conclusion Conclusion A Call to Leadership! References Index
As grading, assessment, and reporting continue to be a relevant topic of discussion, this book creates a functional plan to move standards-based grading practices forward in schools. Teachers and teacher leaders will learn how to assess, grade, and report against specific learning targets rather than standards as a whole.
Tom Hierck has been an educator since 1983 in a career that has spanned all grade levels and many roles in public education. His experiences as a teacher, an administrator, a district leader, a department of education project leader, and an executive director have provided a unique context for his education philosophy. Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world. He understands that educators face unprecedented challenges and knows which strategies will best serve learning communities. Tom has presented to schools and districts across North America with a message of celebration for educators seeking to make a difference in the lives of students. His dynamic presentations explore the importance of positive learning environments and the role of assessment to improve student learning. His belief that "every student is a success story waiting to be told" has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students. Tom Hierck's blog can be found at tomhierck.com/blog/.