Table Of Contents:

• Foreword
• Acknowledgments
• About the Author
• Introduction
• Module 1: Are My Students Thinking Deeply or Just Working Harder? Infusing Rigor Into Instruction and Assessment: Laying the Groundwork for Deeper Learning for All Students
• 1.1 What Is Cognitive Rigor?
• 1.2 Developing a Common Understanding of What Cognitive Rigor Is and What It Is Not
• 1.3 Seven Common Misconceptions About Rigor
• 1.4 Bloom Meets Webb: Origins of the Hess Cognitive Rigor Matrix
• Reflections
• 1.5 Getting Started Applying Your Understanding of Rigor and Deeper Learning
• Part 2: Support Materials for Module 1
• I. A Workshop Plan for Module 1
• II. The Hess Cognitive Rigor Tools: About the Tools in This Module
• III. Strategies and Tools for Professional Developers and Teacher Planning
• IV. Kid Tools: Resources for Use With Students to Support Deeper Thinking
• Module 2: Is the Task Appropriate to the Text? Examining and Using Increasingly Complex Texts
• 2.1 What Makes Texts Complex, and Why Should Every Teacher Care?
• 2.2 The Thinking Behind the Tools in Module 2
• 2.3 Five Key Learnings From a Text Complexity Analysis Process
• 2.4 Understanding Quantitative and Qualitative Complexity Measures
• 2.5 Unpacking Overall Text Complexity Using a Qualitative Analysis Approach
• 2.6 A Detailed Discussion of What to Look for—Eight Qualitative Complexity Factors
• Reflections
• Part 2: Support Materials for Module 2
• I. A Workshop Plan for Module 2
• II. The Hess Text Complexity Tools: About the Tools in This Module
• III. The Importance of Teaching About Text Structures
• IV. Sample Instructional Strategies for Teaching About Text Structures
• V. Sample Text-Based Assessment Strategies
• Module 3: What Does This Test Really Measure? Designing and Refining High-Quality Assessments for Deeper Learning
• 3.1 What Is a High-Quality Assessment?
• 3.2 Assessment Purposes and Use: Formative, Interim, and Summative
• 3.3 Developing and Refining Rubrics and Scoring Guides
• 3.4 What Can You Learn From Analyzing Student Work Products?
• 3.5 Developing Anchor Papers for Performance Tasks and Anchor Sets for Calibration
• 3.6 Cognitive Labs: An Effective and Efficient Alternative to Piloting New Assessments
• Cognitive Lab Part 1: Observe and Document—Done While Students Are Working
• Cognitive Lab Part 2: Small Group Interview
• Cognitive Lab Part 3A: Interpret Student Work Samples and Make Decisions
• Cognitive Lab Part 3B: Collaboratively Interpreting Evidence in Student Work
• 3.7 Guidelines for Creating Task Validation Teams: Analyzing Technical Quality of Assessments
• Local Assessment Cover Page for Task Validation
• Analyzing Assessments for Technical Quality: Conducting a Task Validation
• Reflections
• Part 2: Support Materials for Module 3
• I. A Workshop Plan for Module 3
• II. The Hess PLC Tools: About the Tools in This Module
• III. Strategies and Tools for Professional Developers and Teacher Planning
• IV. Sample Formative Assessment Strategies
• V. Sample Performance Assessment Design Strategies
• Module 4: Where Do I Start, What Do I Teach Next, Which Supports Work Best? Using Learning Progressions as a Schema for Planning Instruction and Measuring Progress
• 4.1 What Are Learning Progressions (or Learning Trajectories), and How Can They Be Used to Scaffold Instruction and Guide the Design and Use of Assessments of Deeper Learning?
• 4.2 Four Interrelated Guiding Principles of Learning Progressions
• 4.3 Standards, Learning Progressions, and Curriculum: How Are They Related?
• 4.4 Zooming “In” and Zooming “Out” of Learning Progressions: Two Sides to the Same Coin
• 4.5 Applying the Four Interrelated Guiding Principles to Better Understand a Learning Progression
• 4.6 Providing System Coherence: Using Learning Progressions for Instructional and Assessment Planning
• 4.7 Lessons Learned—Using Learning Progressions to Guide Instruction and Change Assessment Practices
• 4.8 Looking for Increasing Rigor—by Observing Shifts in Teacher and Student Roles
• 4.9 Suggested Ways to Get Started Using the “Looking for Rigor” Walk-Through Tool #26
• Reflections
• Part 2: Support Materials for Module 4
• I. A Workshop Plan for Module 4
• II. The Hess LP Tools: About the Tools in This Module
• III. Strategies and Tools for Professional Developers and Teacher Planning
• IV. Strategies and Resources for Use With Students
• Module 5: Is This a Collection of Tests or an Assessment System? Building and Sustaining a Local Comprehensive Assessment System for Deeper Learning
• 5.1 Rethinking What It Means to Have a Comprehensive Local Assessment System
• 5.2 Five Indicators of a Comprehensive Local Assessment System
• 5.3 Multiple Measures and Common Assessments
• 5.4 What Exactly Are “Common” Assessments and Where Do They Fit in the Local Assessment System?
• 5.5 Revisiting Alignment From a Systems Perspective
• 5.6 Interpreting Results From Local Assessment Analyses
• Reflections
• Part 2: Support Materials for Module 5
• I. A Workshop Plan for Module 5
• II. The Hess Alignment Tools: About the Tools in This Module
• Appendices
• Appendix A: Summary of Hess Tools to Guide Local Assessment Development, Instructional Planning, and PLC Activities
• Appendix B: Instructional and Formative Assessment Strategies to Uncover Thinking
• Appendix C: Troubleshooting Tips When Designing Assessment Items and Tasks
• Appendix D: Sample “What I Need to Do” Rubrics—Science, ELA, Mathematics, Blank Template
• Appendix E: Student Profile: Science Inquiry Learning Progression
• Appendix F: Student Learning Progression Literacy Profile—Grades 7–8
• Appendix G: Writing Persuasively Learning Progression (Strand 7, LPF)
• Appendix H: LPF STRAND 7 (Grades K–2) Sample Lesson Planning Steps Using Learning Progressions
• Appendix I: An Expanded Glossary for Understanding and Designing Comprehensive Local Assessment Systems
• References
• Index