index
Recommendation
Opening Remarks: Why Assessment Should Be a Class

Part 1.
Leading the achievement standards and evaluation

Chapter 1.
The Need for Achievement-Based Instruction and Assessment
1.
The nature and educational potential of assessment
2.
Why Criteria-Based Instruction and Assessment Are Necessary
Chapter 2.
Using Achievement Standards Starting with Curriculum Literacy
1.
The need for curriculum reading
2.
The Importance of Curriculum Writing
Chapter 3.
Methods and practices for reconstructing achievement standards
1.
Principles and guidelines for restructuring achievement standards
2.
Four Ways to Reframe Achievement Standards
3.
Achievement-Based Instruction and Assessment: Case Studies

Part 2.
Performance assessment becomes a lesson

Chapter 4.
Life-related classes and assessments
1.
Restructuring the curriculum to reflect value orientation
2. Designing AI-based classes and assessments
3.
Providing life-related learning experiences through process-centered assessments.
Chapter 5.
Classes with Feedback - Assessment
1.
Understanding and Practicing Assessment in Classrooms with Feedback
2.
An example of an assessment that can be re-challenged - focusing on activity sheets by level
3.
Problem Solving and Presentation Evaluation Case Study - Focusing on Student Growth Monitoring
Chapter 6.
Project Class-Assessment
1.
Understanding Project-Based Learning and Assessment
2.
English Department Project Class - Evaluation Case
3.
History Department Project Class - Evaluation Case

Part 3.
Written exams become classes

Chapter 7.
Highly Valid Written Exam Preparation Method
1.
Shift in the written exam paradigm
2.
Design of written assessment based on achievement criteria
Chapter 8.
The reality of essay-based assessment
1.
Examples of essay-based assessments that vary by level
2.
Design and implementation of written and essay-based assessments
Chapter 9.
Written assessments that reflect on inquiry questions
1.
Inquiry-Based Teaching and Assessment: Why We Need It
2.
How to Design - The Principles of Inquiry Questions
3.
Practicing Inquiry-Based Teaching and Assessment - A Case Study of a Literature Class
4.
Questions Open Up New Classroom Possibilities

Closing Remarks: Teaching and Assessment: Extending Classroom Learning to Life

“When assessment becomes instruction, the curriculum becomes for everyone.”

The features of this book are as follows:
First, we aim for the integration of curriculum-class-evaluation-record, and view evaluation not as an independent activity, but as an integrated process connected to the curriculum and class.
Second, while seeking a realistic balance between differentiation and growth, we present the ideal of growth-centered evaluation, without ignoring the reality that differentiation is still necessary.

Third, it emphasizes the professionalism and autonomy of teachers, highlighting that teachers are not simply conveyors of the curriculum, but rather experts who interpret and reconstruct achievement standards and implement the curriculum to suit their classrooms.

Ultimately, a shift from evaluation for discrimination and selection to evaluation for growth and learning.
On that path, every student will grow at his or her own pace, and teachers will become experts who carefully support that growth.
This is the 'education for all' we dream of.