Students learn in diverse ways, and their grades may not always accurately reflect their true understanding. Marcia L. Tate explores the what, why, and how of assessment to help educators know whether their students are truly learning.

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Intro -- Table of Contents -- Acknowledgments -- About the Author -- Introduction -- Chapter 1: What Are the Types of Assessment? -- Chapter 2: What Evidence Supports the Use of a Variety of Assessment Types? -- Chapter 3: How Can I Create a Brain-Compatible Classroom Environment That Fosters High Academic Achievement? -- Chapter 4: How Can I Begin With the End in Mind? -- Chapter 5: How Can I Write Quality Selected- and Constructed-Response Test Items? -- Chapter 6: How Can Effective Questioning Show That Students Are Learning? -- Chapter 7: How Do I Know What Students Already Know Before the Lesson? -- Chapter 8: How Do I Know What Students Are Learning During the Lesson? -- Chapter 9: How Do I Know What Students Have Learned After the Lesson? -- Chapter 10: How Can Checklists Be Used to Assess Student Learning? -- Chapter 11: How Can Rubrics Be Used to Assess Student Learning? -- Chapter 12: How Do We Know What Students Are Learning When They Work Together? -- Chapter 13: How Can Students Peer- and Self-Assess During the Formative Process? -- Chapter 14: How Can Students Knock the Top Off Any Test? -- Final Thoughts -- References -- Index