Restorative Assessment

Laura Greenstein has been an educator for over 30 years serving as a teacher, department chair, and school leader in multiple grades and subjects. She combines this background with her experience as a school board member and professional development specialist to bring fresh and original ideas to educators about teaching, learning, and assessing. She consults with schools and districts and presents at workshops and conferences locally and nationally. As an adjunct professor at the University of Connecticut and the University of New Haven, she teaches Human Development and Assessment to undergraduate and graduate students and more recently, Teaching, Learning, and Assessing with Technology in the 6th year Digital Literacy program. She has a B.S. from the University of Connecticut, an M.S. from the State University of New York at Oneonta in education, a 6th year from Sacred Heart University in administration, and an Ed.D. from Johnson and Wales University in Educational Leadership. Her website, http://www.assessmentnetwork.net is a valuable source of information on issues and topics in assessment. She is the author of What Teachers Really Need to Know About Formative Assessment from ASCD and Assessing 21st Century Skills with Corwin. You can follow her on Twitter @lauragteacher and email her at laura.m.greenstein@gmail.com.

PREFACE ACKNOWLEDGMENTS ABOUT THE AUTHOR INTRODUCTION 1. REVERTING ASSESSMENT TO ITS INTENDED PURPOSE Assessment Matters Assessment Literacy Research-Based Best Practices in Assessment Technically Sound Assessment 2. RESTORING BALANCE The Importance of Balance Types of Assessment Seamless and Continuous Assessment Merging Teaching, Learning, and Assessing Multiple Measures Assessing Through the Taxonomy Planning for Assessment Balanced Assessment Systems 3. REINSTATING MASTERY AND GROWTH Cornerstones and Keystones Supporting and Gauging Progress Assessing Mastery Assessment as Learning Reporting Growth Changing Assessment Mindsets 4. REFOCUSING ON LEARNERS Students at the Center Assessment-Capable Learners Personalizing Assessment Multiple Pathways 5. RECONSIDERING NONCOGNITIVE SKILLS Cognitive and Noncognitive: Not an Either/Or Skills and Dispositions for Success Noncognitive for At-Risk Learners Assessing Noncognitive Skills and Attributes 6. CONCLUSIONS AND NEW BEGINNINGS Becoming Unstuck Nurture Local Culture Unify Policy and Practice Partnering With Parents REFERENCES INDEX

"Restorative Assessment provides excellent information and training for teachers and an in-depth understanding of students of today. The practices recommended in this book will transform schools and create challenging, healthy learning environments for all children." -- Sister Camille Anne Campbell, President "Restorative Assessment challenges the present way of looking at assessment through research-based information. Restoring assessment to its rightful place as an integral part of teaching rather than a separate entity is critical to positive student outcomes and overall success!" -- Julie Frederick, Nationally Board Certified Teacher "Why waste time on assessment for just more data when you can have assessment that is restorative and intentionally creates more learning opportunities for all students? This book offers the structure for a purpose-driven assessment system that uses student-centered formative assessments as a means to respond to learning, re-engage students and immediately deliver specific, appropriate instruction to allow all students to succeed." -- Renee Peoples, Teaching and Learning Coach