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New Library Books – January 2019

The following new books on testing and assessment are available to check out from the T/TAC William & Mary Library.

Assessment and Student Success in a Differentiated Classroom
Author: Carol Ann Tomlinson & Tonya R. Moon
Call Number: TS111
Addressing two of educators top concerns: assessment and student success in a differentiated classroom, this resource explores assessment and shows how differentiation can improve the process in all grade levels and subject areas. Grounded in research and the authors’ classroom-teaching experience, this accessible guide outlines a common-sense approach that is both thoughtful and practical, and that empowers teachers and students to discover, strive for, and achieve their true potential.

Designing and Using Performance Tasks: Enhancing Student Learning and Assessment
Authors: Tracey K. Shiel
Call Number: TS116
With waves of high-stakes assessments rolling through the education waters, many educators feel tied to teaching to the test. But there is a bright side. With the increased attention on assessment outlined in The Every Student Succeeds Act comes a surge of interest in designing performance-based tasks—an important key in unlocking your students’ readiness for career and college. This resource walks you step-by-step through the process of incorporating performance tasks as a tool to teach, monitor, and extend student learning. If you’re ready to engage your students in unique and innovative ways, grab a copy of this book to guide you and your students in applying their learning—and your teaching—to real-world situations.

Curriculum-Based Assessment for Instructional Design: Using Data to Individualize Instruction
Author: Matthew K. Burns & David C. Parker
Call Number: TS117
Accessibly written and featuring illustrative case examples, this book provides a complete guide to curriculum-based assessment for instructional design (CBA-ID). CBA-ID comprises easy-to-implement, reliable, and valid procedures for determining a student’s instructional level and individualizing instruction by developing tasks that are neither too hard nor too easy. It is a key tool for supporting K-8 students who are struggling in reading, math, or writing, and is ideally suited for intervention planning within multi-tiered systems of support.

Essential Assessment: Six Tenets for Bringing Hope, Efficacy, and Achievement to the Classroom
Author:  Cassandra Erkens, Tom Schimmer, & Nicole Dimich Vagle
Call Number: TS118
Discover how to use the power of assessment to instill hope, efficacy, and achievement in your students. With this research-based resource, you’ll explore six essential tenets of assessment that will help deepen your understanding of assessment to not only meet standards but also enhance students academic success and self-fulfillment.

Designing Effective Assessments
Authors: James H. Stronge, Leslie W. Grant, & Xianxuan Xu
Call Number: TS119
Assessment is a critical component of effective teaching and learning. Designed specifically for K–12 educators, this title presents ten key assessment design tools and clearly outlines how to incorporate each tool into daily classroom practices. With quality assessment processes in place, teachers at all grade levels can accurately measure student mastery and shape instruction to increase achievement.

The Other Side of the Report Card: Assessing Students’ Social, Emotional, and Character Development
Authors:  Maurice J. Elias, Joseph J. Ferrito, & Dominic C. Moceri
Call Number: TS121
Students are more than their academic grades — you know it and their parents know it. The progress they make in social-emotional learning (SEL) and character development (CD) is essential to their success in school and in life. But while educators have made great strides in improving grading for academic achievement, we’ve left too many teachers still guessing when it comes to outdated behavior ratings and comment sections. That’s where this book comes in. Grounded in research and in the author’s work with teachers and administrators, it offers guidance on retooling report cards to better reflect the whole child, integrating SEL and CD into any school or district-wide grading system.

Design in Five: Essential Phases to Create Engaging Assessment Practice
Author: Nicole Dimich Vagle
Call Number: TS120
What we ask students to do through assessment and performance reflects what we think they can do – in a culture of trust and mutual engagement. Using a detailed five-phase process, this resource shows how to produce creative, innovative assessments that support, engage, and inspire learners. With numerous examples, the author explores how to collaboratively choose and analyze the right standards, identify specific learning goals, create effective assessments, and foster student engagement through appropriate scoring schemes.

Academic Skills Problems: Direct Assessment and Intervention
Authors:  Edward S. Shapiro
Call Number: TS122
This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. The author provides practical strategies for working with students across all grade levels (K–12) who are struggling with reading, spelling, written language, or math. Step-by-step guidelines are detailed for assessing students’ learning and their instructional environment, using the data to design instructional modifications, and monitoring student progress.

Assessment in Special and Inclusive Education
Authors:  John Salvia, James E. Ysseldyke, & Sara Witme
Call Number:  TS 123
This updated text offers basic assessment information along with a handbook-style reference to comprehensive, frank reviews of the tests most administered in K–12 schools. Updated to reflect changes in the field, this edition brings to the forefront the important topics of MTSS/RTI and ELL — while retaining key features that have made the text a classic. The authors focus on both classroom-based tests designed to inform instruction and intervention, as well as more formal standardized tests that are commonly used to determine eligibility for special education. Appropriate for novices and experts, this standard-setting text equips readers with the knowledge and tools to effectively and efficiently assess their students’ skills and abilities. Featuring an emphasis on improved outcomes, it shows readers how to go beyond efforts designed to make predictions about students’ lives to efforts that can make a difference in the lives of the students they serve.

Digital Portfolios in the Classroom:  Showcasing and Assessing Student Work
Author:  Matt Renwick
Call Number:  TS 124
Assessment is messy. Day-to-day, in-the-moment assessments not only reveal information that drives future instruction but also offer a comprehensive picture of students’ abilities and dispositions toward learning. As teachers, we might know what this looks and feels like, yet it can be hard to put into action—hence the messiness. Say hello to digital student portfolios—dynamic, digital collections of authentic information from different media, in many forms, and with multiple purposes. Using digital portfolios to capture student thinking and progress allows us to better see our students as readers, writers, and learners—and help students see themselves in the same way! This guide helps teachers sort through, capture, and make sense of the messiness associated with assessment. By shining a spotlight on three types of student portfolios—performance, process, and progress—and how they can be used to assess student work, the author helps educators navigate the maze of digital tools and implement the results to drive instruction.


Educators and parents/families in our service area (Regions 2 & 3) may request books and materials from the T/TAC William & Mary Library.  Once you’ve identified some books you’d like to borrow, submit the Request for Library Materials form. Please request two books at a time.  If the book(s) you’ve requested are available, we will mail them to you, along with a postage-paid envelope to facilitate the return of the items you’ve borrowed by their due date.


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