Articles on Feedback/Formative Assessment
Ash, D. & Levitt, K. (2003)--Working within the Zone of Proximal Development: Formative Assessment as Professional Development--This article, while difficult to read at first, lays a foundation to understand how formative assessment can challenge and activate student/teaching thinking. It describes two case studies and how teachers transformed their classroom practice due to the fact that they saw a mismatch between teacher expectations and student level of performance
Black and William (1998) Inside the Black Box--This ground breaking article discusses the power of formative assessment practices.
Boss, S. (2012). The Challenge of Assessing Project-Based Learning--An article written for administrators and teachers that outlines the challenges associated with moving towards a PBL approach on the heels of the common core.
Brookhart, S. (2008). Feedback that fits--An article by Dr. Susan Brookhart that outlines the power (both good and bad) that teacher to student feedback has. There are effective and ineffective ways in which to deliver feedback.
Erickson, J (2011). Transforming grading practices--This is an article from Principal Leadership on grading.
Hattie & Taimperley (2007) The Power of Feedback--This article provides a meta-analysis of the effect sizes pertaining to
certain types of teacher feedback to students. Feedback is a type of formative assessment and the use of it has a profound
impact on student achievement.
Heritage, M. (2010). Formative assessment and next-generation assessment systems: Are we losing an opportunity?--this paper was prepared for the Council of Chief State School Officers in September of 2010 and we should all be happy that it was. With RttT fund mania afoot, the spirit of "formative assessment" is being confused with tests and grades. Great work and reference section that reminds us that formative assessment IS A PROCESS and not A PRODUCT.
Stiggins (2005)From Formative Assessment to Assessment FOR Learning--a short article by the leader on formative
Stiggins (2007). Assessment through the student's eyes. This article discusses how formative assessment and student feedback can be used to end the "losing streaks"
that some students experience. The focus is on setting students up for success and turning around failure.
Stiggins (2009). Assessment FOR Learning in the Upper Elementary Grades--An article that appeared in PDK
written by Stiggins that reviews the direct application of AfL principles within grades 4 to 6.
Articles on Quality Teaching Practices
Lloyd, J. (2010). Engineering and facilitating high-quality instructional practices and environments--this is the text from an on-line learning module that I wrote for the
Ohio Leadership Advisory Council. The focus is on macro-educational strategies that have been demonstrated to make profound differences in student achievement.
Marzano (2009) Setting the record straight on high yield strategies--this article is taken from PDK and it cautions educators from focusing on a narrow range of strategies;
assuming that a very narrow set of strategies must be used in every class and that they will always work. In short, Marzano advocates for the urgency of educators
within districts to certainly start with a set of strategies like his 9 in order to open the conversation as a means to establish a more comprehensive list of strategies that relate to effective teaching.
Education Trust (2004) The Real Value of Teachers: If good teachers matter, why don’t we act like it? --from Education Trust.
Discusses research associated with quality teaching practices and the impact that high quality instruction has on
student achievement. Value-added is also discussed.
Sanders and Rivers (1996) Cumulative Effects of Teachers on Achievement --This is one of the first articles written
by William Sanders, on Value-Added Assessment.
This article was written for school psychologists and appeared in the Ohio School Psychologist. The article emphasizes
the importance of high quality instruction and how getting it "right" the first time (on Tier 1) is most important.
Haycock, K. (1998). Good Teaching Matters: How Well Qualified Teachers Can Close the Gap--This article serves as a
good overview of the research on the impact of high quality instruction and student achievement.
Elliott, J. & Fuchs, D. (2009). What Does RTI Mean for the Classroom?--A brief article that serves as a Q and A related
to RTI and how important it is to "get it right" in Tier 1...core classroom instruction.
Articles on Leadership
Danielson, C. (2007). The many faces of leadership--This article comes from ASCD and talks about how teachers
can be leaders and still remain teachers.
Ingersoll, R.M. (2007). Short on power, long on responsibility--This article comes from ASCD and reviews the
importance of teacher leadership and that if we want teachers to be "real" leaders then the power structure needs to
be diffused in order to help facilitate.
Articles on Professional Development Practices
an article on how PD activities differ between "healthy" and "unhealthy" districts. The authors define quality
PD practices and use a massive data base to conduct their study.
Based on three years of study in 18 school districts, they conclude that high quality professional development provides the
infrastructure for building excellent schools when it is anchored to an overriding vision focused on what is best for
students that permeates the district. However, less than quality professional development is at best a waste of
scarce educational resources and at worst a deterrent to real, sustained improvement.
This is a brief article that I wrote for OAESA's Principal Navigator. It discusses how value-added assessment data serves
as one cog in the wheel of school improvement.
Provides a comprehensive review as to where US teachers stand in relationship to the time provided to
them to engage in collaboration with their colleagues.
Articles on District/School Improvement
that appeared in the National Staff Development Council's journal pertaining to Principal Leadership.
the most well thought of authors on school finance. This article talks about the utilization of school resources.
Lloyd, J. (2007). Continuous Improvement Planning as a Value-Adding Mechanism--An article published in the
Principal Navigator that pertains to how engaging in a continuous improvement process helps the district add
value to student achievement and growth.
Marzano (2008). Three Critical Commitments of School Reform--This article pulls together much of Marzano's
work on classroom instruction and assessment and frames it within how to make school reform really work.
reviews Reeves' previous research about how public schools have overcome tremendous odds. If you work in
an urban setting and feel that you aren't making a difference, this should provide you with some much needed
relief. The article discusses how schools with 90% free and reduced lunch and 90% ethnic/racial diversity can
have students reach mastery of learning indicators at a 90% proficiency level.
Articles on Value-Added Assessment
Lloyd, J. (2007) Adopting a Value-Added Frame of Mind--Notes from the Field--An article published
in the Principal Navigator that pertains to how engaging in a continuous improvement process helps the
district add value to student achievement and growth.
Lloyd, J. L. (2008). Instituting a Value-Added Assessment System in Ohio: The Professional Development Implications from the Perspective of the District Value-Added
Specialists. http://www.ohiolink.edu/etd/view.cgi?acc_num=ashland1226675998 Although much has been written
about the various value-added models from a statistical point of view, there is a considerable lack of literature
related to the professional development implications of value-added once a particular model has been chosen.
This study illuminates and describes some of the professional development implications related to Ohio's scale up
of its educational value-added assessment system from the perspective of those responsible for teaching its
implications to others at the local level – the District Value-Added Specialists. Six research questions were explored
using a survey instrument that was developed by the researcher. The results were reviewed and discussed.
The practical implications of instituting a value-added assessment model include using value-added data with
other forms of data in order to improve instructional practices. Suggestions were provided specific to Ohio's
value-added scale-up and its impact on educators.
Measuring Teachers' Contributions to Student Learning Growth for Nontested Grades and Subjects (2011)--This National Comprehensive Center for Teacher Quality document was developed to help states consider growth mesurement for teachers who teach subjects whose disciplines do not contain standardized tests.
An article written by Bill Sanders and his wife that summarizes the impact teachers have on student growth.
Selecting Growth Measures (2011). This is an article written by the Battelle for Kids Organization that was commissioned by the Gates Foundation.
Articles on Funding an Adequate Education
Important Things from the Ohio Department of Education