Center for Research, Evaluation, and Assessment
Toolkit98
Toolkit98 is designed to assist classroom teachers to become better assessors of student learning. The primary users of Toolkit98 are intended to be those who have the responsibility to coordinate and facilitate professional development in assessment for teachers.
All links to Toolkit98 open in a new window that displays the information in a more printer friendly format. Because some of the content in Toolkit98 is not under NWREL copyright, the full Toolkit98 can not be provided here. The 2000 addendum and the full publication of Toolkit98 can be purchased from our Products page.
- Toolkit98 Training Activities - Brief Descriptions
- Toolkit98 Introduction
- Chapter 1— Standards-Based Assessment—Nurturing Learning
- Chapter 2— Integrating Assessment With Instruction
- Chapter 3— Designing High Quality Assessments
- Chapter 4— Grading and Reporting—A Closer Look
- Training Activity 1.1— Changing Assessment Practices— What Difference Does it Make for Students?
- Training Activity 1.2— Clear Targets— What Types are These?
- Training Activity 1.3— Post-it Notes
- Training Activity 1.4— Seeing Wholes
- Training Activity 1.5— Clapping Hands
- Training Activity 1.6— A Comparison of Multiple-Choice and Alternative Assessment
- Training Activity 1.7— Target-Method Match
- Training Activity 1.8— Sam's Story: Comprehensive Assessment
- Training Activity 1.9— Going to School
- Training Activity 1.11— Assessment Standards
- Training Activity 1.12— Assessment Principles: What Beliefs Guide Our Assessment Decisions?
- Training Activity 2.1— Sorting Student Work
- Training Activity 2.2— How Can We Know They're Learning?
- Training Activity 2.3— Ms. Toliver's Mathematics Class
- Training Activity 2.4— Is Less More?
- Training Activity 2.5— How Knowledge of Performance Criteria Affects Performance
- Training Activity 3.1— Performance Tasks—Keys to Success
- Training Activity 3.2— Spectrum of Assessment Activity (Revisiting Bloom's Taxonomy and Alternative) Assessment
- Training Activity 3.3— Performance Criteria— Keys to Success
- Training Activity 3.4— Assessing Learning
- Training Activity 3.5— Performance Tasks & Criteria:A Mini-Development Activity
- Training Activity 3.6— How to Critique an Assessment
- Training Activity 3.7— Chickens and Pigs: Language and Assessment
- Training Activity 3.8— Questions About Culture and Assessment
- Training Activity 3.9— Tagalog Math Problem
- Training Activity 4.1— Weighty Questions
- Training Activity 4.2— Putting Grading and Reporting Questions in Perspective
- Training Activity 4.6— How to Convert Rubric Scores to Grades
- Training Activity 4.7— The Case of the Killer Question
- Training Activity 4.8— Guidelines for Grading
- Training Activity 4.9— Grading Scenarios
- Appendix A—Alternative Assessment Sampler Index
- Sample A.1— Six-Trait Assessment for Beginning Writers
- Sample A.3— Developmental Continuum in Writing
- Sample A.6— Primary Math Portfolio
- Sample A.9— Tall Tales and Fables
- Sample A.10—Six-Trait Model, Writing
- Sample A.11—Grade 3 Interdisciplinary Task
- Sample A.14— How Many Buttons?
- Sample A.15— Aquarium Problem
- Sample A.18— Mathematics Problem Solving, Oregon
- Sample A.20— On-Demand Speaking
- Sample A.29— Assessing "Intellectual Quality" of Student Work
- Sample A.30— Thinking Skills Assessment
- Sample A.34— Performance Assessment in Math
- Sample A.37— Algebra II
- Sample A.38— Historical Investigations, CA
- Sample A.39— Math Assessment, CA
- Sample A.40— Science New Directions in Assessment
- Sample A.42— Science Portfolio (GSE)
- Sample A.44— High School Physics
- Sample A.46— Small Group Discussions
- Sample A.48— Career-Technical Assessment Program, CA