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Canter and Associates, LLC

Assessment to Enhance Teaching and Learning

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Overview / Abstract:

Do you know what your students do not understand but struggle with determining why they do not understand? Effective assessment both incorporates standardized testing and goes beyond it, measuring not just what students are learning, but how they are learning. This course uses an Understanding by Design® (UbD) framework, which emphasizes your role as the key designer in your students’ learning and success. In your coursework, you will apply diagnostic, formative, and summative assessments to a unit from a current lesson plan or to a new unit that you design. Through these exercises, you will develop tools you can use right away in your classroom to ensure that your students are learning and using 21st-century skills. This course also focuses on learning through professional interaction, which includes collaboration with other educators—from colleagues in your school to peers online. The course also features the Teacher’s Lounge, a new online discussion board.

Teaching Tangibles
Use ongoing assessments to help improve your students’ learning.
Incorporate standardized testing as part of a broader set of assessment tools.
Evaluate what comprises an effective rubric and how to build and apply one.
Help your students measure, monitor, and modify their own learning.
Professional Interactions (Available with Online format only.)
Professional interactions give you a structured opportunity to explore specific course topics. Using in-person interviews, social media tools, education Web sites, and Canter communication tools, you can benefit from discussions with your peers, education specialists, and subject-matter experts. With each professional interaction assignment, the course material offers suggestions for identifying peer and expert resources and conducting interviews—but you choose the form of interaction that works best for you.


Oct 16, 2020


Education (K-12)





Credits / Hours

3 semester hours

Presenters / Authors / Faculty

Ellen Goldring, Ph.D.

Dr. Goldring is Professor of Education Policy and Leadership in Peabody College at Vanderbilt University. She is also a member of the Task Force on Developing Research to Improve Educational Leadership, cosponsored by the American Educational Research Association, the Laboratory of Student Success, and the University Council for Educational Administration. In addition to more than 60 journal articles and book chapters, she has published two books: Principals of Dynamic Schools: Taking Charge of Change (coauthor, 2000) and School Choice in Urban America: Magnet Schools and the Pursuit of Equity (coauthor, 1999). Her research focuses on understanding school reform that connects families, communities, and schools. She emphasizes the changing role of school leaders in complex community and organizational contexts.

Jay McTighe, M.Ed.

Jay McTighe has a rich and varied career in education. He served as director of the Maryland Assessment Consortium, was involved with school improvement projects at the Maryland State Department of Education, and coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. He is co-author of Assessing Learning in the Classroom, Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model (1993), and Understanding by Design (2005).

Richard Stiggins, Ph.D.

Dr. Richard Stiggins is founder and president of the Assessment Training Institute in Portland, OR, a company devoted to helping educators balance classroom and standardized assessments and to supporting teachers as they face the challenges of day-to-day classroom assessment. Dr. Stiggins has worked with the American College Testing program to create a guide that helps teachers align what they teach with the content covered by the ACT test. He has published numerous articles and is the co-author of But Are They Learning? A Commonsense Parents’ Guide to Assessment and Grading in Schools (1997) and Student-Involved Assessment for Learning (2004).

Keywords / Search Terms

Canter and Associates, LLC

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