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Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment

reviewed by Julie Alonzo - July 25, 2006

Title: Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment
Author(s): Larry Ainsworth and Donald Viegut
Publisher: Corwin Press, Thousand Oaks
ISBN: 1412915783, Pages: 164, Year: 2006
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Ainsworth and Viegut (2006) state that they wrote Common Formative Assessments: How to Connect Standards-based Instruction and Assessment intending to “present a model of an integrated instruction and assessment system composed of seemingly separate practices and then to showcase common formative assessments as the centerpiece of that system” (p. 1). The authors organize their 10 chapters into a logical sequence, beginning with defining basic terms and briefly explaining how teachers might identify what they refer to as “Power Standards” (p. 31), which they suggest should guide teachers’ subsequent assessment development. They also recommend using these standards to provide a key backdrop for evaluating curriculum and instructional practices. In addition, the authors provide two chapters targeted more specifically to school and district administrators interested in using the approach that the authors describe as a key component of their school improvement process. Their book does offer some skeletal guidelines that might be... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: July 25, 2006
https://www.tcrecord.org ID Number: 12615, Date Accessed: 5/27/2020 1:03:12 PM

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About the Author
Julie Alonzo University of Oregon E-mail Author JULIE ALONZO is a Ph.D. candidate receiving her degree in Educational Leadership with a specialization in learning assessment and systems performance at the University of Oregon. Prior to beginning her doctoral studies, she worked for 12 years as a high school teacher in California, where she earned her National Board for Professional Teaching Standards certification in 2002. Her primary research interests include assessment and effective practices for teaching high-risk student populations. Her work has been published in Educational Measurement: Issues and Practice, Equity and Excellence in Education, and School Leadership: Handbook for Excellence, 4th ed.

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