professional development and ensuring
ongoing support for teachers to collaborate in developing appropriate performance tasks. Finally, school staff must be
willing to evaluate assessments in terms
of the value they bring to student
learning and instructional practice. Do
the assessments in question actually
improve instruction? Do they influence
the way teachers converse with one
another about teaching and learning?
Educators Take Note
Education leaders need to be knowledgeable and persuasive in advocating
the use of a balanced assessment
system. Before designing any new
schoolwide or districtwide assessment,
leaders must build commitment at all
levels to a data-driven culture and to the
new teacher practices this culture
requires. A well-planned approach to
balanced assessment will offer teachers,
principals, and superintendents the
different kinds of data they need to be
well-informed decision makers. EL
unleash the Extraordinary ANNUAL NASSP CONVENTION & EXPOSITION -!2#(¬;;n;;¬s¬PHOENIX, AZ 2010
Black, P., & Wiliam, D. (1998). Inside the
black box: Raising standards through classroom assessment. London: King’s College.
Heritage, M. (2007). Formative assessment:
What do teachers need to know and do?
Phi Delta Kappan, 89( 2), 140–145.
Lachat, M. A., & Smith, S. (2005). Practices
that support data use in urban high
schools. Journal of Education for Students
Placed at Risk, 10( 3), 333–349.
Perie, M., Marion, S., Gong, B., & Wurtzel,
J. (2007). The role of interim assessments in
a comprehensive assessment system. Aspen,
CO: Aspen Institute.
Stiggins, R. (2005). From formative assessment to assessment for learning: A path to
success in standards-based schools. Phi
Delta Kappan, 87( 4), 324–328.
Stiggins, R., & DuFour, R. (2009). Maximizing the power of formative assessments. Phi Delta Kappan, 90( 9), 640–644.
M ake plans now to join us in Phoenix for the Annual NASSP Convention and Exposition. Discover new
approaches to school improvement and student learning,
share best practices with colleagues, and explore new
ideas to share with your school leadership team. School
leaders at all levels—assistant principals and middle level
and urban school leaders—will find valuable content
in sessions on technology, leadership, curriculum and
instruction, and more.
Tracy A. Huebner is Senior Research
Associate at WestEd, San Francisco,