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Robin Fogarty is President of RFA: A Robin Fogarty Company, a Chicago-based, minority-owned, educational publishing/consulting company. Robin received her doctorate in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction and assessment strategies. She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, South Korea, the Netherlands, the Kingdom of Bahrain and Saudi Arabia. Robin has published articles in Educational Leadership, Phi Delta Kappan, The Journal of Staff Development and The Middle School Lournal. She is the author of numerous publications, including Brain-Compatible Classrooms, Literacy Matters, Ten Things New Teachers Need, How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles, Nine Best Practices, and From Staff Room to Classroom: Planning and Coaching Professional Learning, How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards, Invite! Excite! Ignite! 13 Principles for Teaching, Learning and Leading K-12 classrooms Robin received her Bachelor of Arts in Early Childhood Education at SUNY, Potsdam, NY, and her Masters in Instructional Strategies from National Louis University in Evanston, IL. She is known as the teachers' teacher and has mentored numerous colleagues in the art and science of working with the adult learner. She brings a wealth of knowledge and passion to all endeavors, has a wealth of knowledge in the field and conducts highly interactive PD sessions. A third-generation educator with teaching experience from elementary through the university level, in addition to K-12 administrative experience, Gene Kerns serves as vice president of training and certification for Renaissance Learning, Inc. With more than a decade of experience in leading professional development sessions, as well as taking on the role of presenter at national and international conferences, Kerns has knowledge and know-how of the adult learner. In addition, he has the experience to work across the generations with a genuine quality that is laced with anecdotes, humor, and heartfelt passion. Former clients include the New York State Unified Teachers, New Jersey Principals' Association, Illinois Coalition of Essential Schools, and the Ministry of Education of Singapore. Kerns received his bachelor's and master's degrees from Longwood College in Virginia. He also holds a doctor of education degree from the University of Delaware, with an emphasis in education leadership. Informative Assessment: When It's Not About a Grade is Kerns' first publication.

Preface Acknowledgments About the Authors Opening Quote Introduction Part I: Purpose/Goals Part II: "A Suite of Assessments" Part III: Background/Research Part IV: Overview of the Book and Chapter Format 1. Routine Formative Assessments: All Day, Everyday-Flow Teachings Scene of Scenario (for Reader's Theater Activity) Define, Describe, and Give Real-World Examples Tools Responders/"2Know!" Lap Boards Traffic Light Cards Color-Coded Multiple Choice Cards Tongue Depressors Name Cards Mr. Parnes' Questions Mr. Pete's Questions Techniques Questioning Procedures Pose Question Allow Wait Time Choose a Respondent Using a Random Method Provide Some "Save Face" Option HOT Questions Delving Woven Questions Rhetorical Questions Hands Up Only to Ask a Question Policy Cooperative Learning (Informal) TTYPA Shoulder Elbow TESA Wait Time Equal Opportunity to Respond Unpacking the Language of Standards/Tests/Instructions Tasks Tips 2. Reflective Informative Assessments: Many Days-Conversations Teachings Scene or Scenario (for Reader's Theater) Define, Describe, and Give Real-World Examples Tools Agree/Disagree People Search Human Graph Rubrics/Checklists (Criteria in Kid-Friendly Terms) Journals Little Book of Reflective Tools Step Book Cooperative Learning Roles and Responsibilities Peer Tutors PMI Traffic Light Indicators Student Portfolios Blogs Tear Share Magic Book Mrs. Potters' Questions Ms. Poindexter's Questions Techniques Range Finding Questions (Prior Knowledge) Hinge Point Questions (During Instruction) Rubric Development With the Class Use of Benchmark Papers Descriptive Feedback Reflective Questions (Metacognition) Peer Assessment (Peer Editing) Cooperative Learning Interactive Conversations Teacher - Student/Student - Teacher Student - Student Student - Self Email Buddies Comments That Reference Criteria, Instead of Grades "There Are _ Wrong. Find Which Ones." Focused Marking (One Aspect of Element) Grading: Omit Zeros, Omit Averages, Require Students to Do Missing Assignments Tasks Tips 3. Rigorous Informative Assessments: Some Days - Philosophical Shift Teachings Scene or Scenario (for Reader's Theater) Define, Describe, and Give Real-World Examples Tools Performance Tasks Performance Checklists Performance Rubrics Grading Practices Informative Grading Informative Grade Book Gray Area About Grade Books Standards-Based Grade Books Color-Coded Grade Books Electronic Grade Book Electronic Test Creation Software Techniques HOT Inductive Deductive Performance Based Tests, Test Questions, Test Analysis Ungraded Practice Test Developing Test Questions Test Questions: Fat/Skinny (or Whale/Minnow) Questions Test and Work Analysis: Examining Student Work Summative Assessment as Informative Assessment Philosophical Shift, Between Formative and Summative Assessments How Can You Use a Summative Assessment in a Formative Manner? Data Item Analysis Robust Distractors Tasks Application Activity Tips 4. Closure Attribution Theory (Dweck, 2007) Afterword Tomlinson Summary Points References Index

"Fogarty and Kerns provide far more than theory and rhetoric-they have effectively created a treasure trove of tools and ideas that every teacher can and should be using. This is a wonderful resource for mentors, instructional coaches, administrators, and professional development trainers." -- Nancy A. Farrell, Staff Development Trainer "Provides new and veteran educators with clear descriptions of assessment methods and offers a rich array of instructional strategies that can be implemented immediately." -- Mary Ellen Kotz, Education Associate for Educator Mentoring and Induction "Promotes the kind of reflective practice that energizes teaching, leading, and learning for all. This book is an important resource for professional learning communities dedicated to 1) assessment of students and their achievement, 2) collaborative teams focused on improved teaching and learning, and 3) continuous improvement." -- Valerie Hastings Gregory, Assistant Director of Professional Development