教师专业学习共同体（PLC）是教师同行间以及师生间共同成长、进步和发展的桥梁与纽带，也是确保教师获得可持续专业成长的有效途径之一。Solution Tree致力于推广、引导教师建立专业学习共同体并出版了此指南书。全书共八章，通过大量实例分别阐释了评估的真实目的、学生精通所学知识的标准、标准的严谨性复杂性、评估的周期性、实际的评估策略、得分与评级的区别、个体教师在共同评估语境下共同发展的方法等内容，对国内教师专业可持续发展，教师工作环境的改善有很大的促进作用，为教师管理和培养提供了一定的理论指导与实践经验。

ABOUT THE AUTHORS
FOREWORD
INTRODUCTION
Framing the Power of Assessment in Professional Learnirg Communities
Overview of the Process
Overview of Chapters
CHAPTER 1
Clarifying Assessment Types and Uses
Current (Within-Unit) Assessments
Unit-Based Common Summative Assessments
Unit-Based Common Formative Measures
In-Class Formative Assessn ent Strategies
Progressive or Periodic Assessments
District Benchmark Assessments
Content-Specific Progress-Monitoring Tools
Cumulative or Annual Assessments
Conclusion
CHAPTER 2
Starting With the End in Mind
Determine the Essential Standards
Unwrap the Standards
Steps of the Unwrapping Process
Unwrapping Standards for Mathematical Practice
Consider Multiple Learning Targets Within a Unit of Study
Work Vertically
Conclusion
CHAPTER 3
Considering Rigor and Complexity
Identify the Role of Rigor in the Standards
Build Student Muscles
Step 1: Set the Destination
Step 2: Map Out the Skills Journey
Step 3: Establish Intentional Checkpoints
Recognize the Rigor
Complexity of the Task
Complexity of the Stimulus
Align Assessment Items and Tasks With Rigor of the Learning Target
Bring Students Into the Conversation
Conclusion
CHAPTER 4
Intentionally Planning Instruction and Assessment
Identifying Units of Study
Developing Pacing Guides
Teaching and Assessing Material
Using Resources
Assessing Each Target
Accommodating Responsive Teaching
Using Summative Assessments
Aligning Instruction and Assessment
Using Preassessments
Accommodating Corrective Instruction and Intervention
Conclusion
CHAPTER 5
Creating Questions, Tasks, and Tools That Work
Understanding Types of Assessment Items
Selected-Response Items
Constructed-Response Items
Performance Items
Performance Tasks
Developing Strong Rubrics for Constructed Responses, Performance Items, and Performance Tasks
Analytie Versus Holistic Rubrics
Strong Criteria in an Analytic Rubric
Ensuring Validity
Choosing the Appropdate Stimulus
Developing the Answer Key
Ensuring Reliability
Ensuring Quality of Questions
Constructed-Response Questions
Selected-Response Questions
Putting It Into Practice
Evaluating for Continual Improvement
Conclusion
CHAPTER 6
Using Data to Support Student Learning
Establishir g Trust
Ensuring Actionable Data
Understanding and Using Comn on Summative Data
Understanding and Using Common Formative Data
Analyzing Results
Understand the Learning Progression
Pile and Plan
Conduct Error Analysis
Avoid Common Mistakes
Developing the Instructional Response
Responding Within the RTI Framework
Administering Re-Engagement Lessons
Reassessing After the Response
Concluson
CHAPTER 7
Focusing on Feedback and Grappling With Grading
Foster a Learning Partnership With Students
Student Involvement in the Assessment Process
Team Scenario for Planning Student Engagement
Focus on the Right Kind of Feedback
Facilitate the Use cf Fecdback
Foster Peer-and Setf-Generated Feedback
lhink Evidence, Not Grades
Discuss Grading and Scoring
Revisit Team Norms
Clarify the Purpose of Grading
Consider What Grading Looks Like in Practice
Conclusion
CHAPTER 8
Using Common Assessments With Singleton Teachers
Configuring Teams
Vertical Teams
Interdisciplinary Teams
Cross-School and District Teams
Electronic Teams
Creating Common Assessments in Teams Configured Around Singletons
Vertical Teams
Interdisciplinary Teams
Cross-School and District Teams
Electronic Teams
Analyzing Data in Teams Configured Around Singleton Teachers
Middle School Vertical Social Studies Team
Elementary School Vertical Grades 3-5 Team
Conclusion
EPILOGUE
APPENDIX
Using a Road Map to Implement Common Assessments
REFERENCES AND RESOURCES
INDEX