Assessment practices in schools often stem from outdated traditions that don’t serve today’s learners. Assessment Literacy for Educators is the culmination of Robert J. Marzano’s decades of work, coauthored with Michael D. Evans and Julia A. Simms. Presenting 43 tenets for assessment literacy, the book equips teachers and leaders to replace outdated grading practices with equitable, accurate approaches that truly advance student learning. K–12 educators and preservice teachers can use this book to: Understand the history of assessment in the United States, including failures and biases - Learn the technical characteristics and limitations of influential large-scale exams - Employ a variety of effective classroom assessments to measure student knowledge on specific learning progressions - Aggregate formative assessment scores over time and compute summative scores to accurately report student status and growth - Individualize the assessment and learning process with competency-based practices Contents: Introduction: Revisiting Assessment Practices Part I: Large-Scale Assessments Chapter 1: The Influence of Large-Scale Assessments Chapter 2: Technical Characteristics of Large-Scale Assessments Part II: Classroom Assessments Chapter 3: Rethinking Classroom Assessments Chapter 4: Scoring Classroom Assessments Chapter 5: Aggregating Classroom Assessment Scores Part III: Grading Practice Chapter 6: Grading Systems Chapter 7: Competency-Based Systems Epilogue: Applying the Tenets of Assessment Literacy References and Resources Index “ Assessment Literacy for Educators is a timely and insightful resource that challenges long-held assumptions about assessment and grading. By foregrounding equity, validity, and classroom-centered practices, the authors offer educators practical yet research-grounded pathways for creating fairer and more meaningful evaluations of student learning. This book will undoubtedly support teachers, school leaders, and policymakers in rethinking assessment as a tool for justice in education.” -- Dina Tsagari , Professor of English Language Pedagogy/TESOL, Oslo Metropolitan University “This unique book provides a significant contribution to the K–12 assessment literature with a sophisticated yet concise presentation that elucidates measurement principles as applied to classroom and large-scale assessment, as well as grading. The exceptionally well-conceptualized 43 assessment tenets effectively summarize what is needed for equitable K–12 assessment that will positively impact student learning and motivation. It is an essential resource that incorporates technical considerations that are often ignored.” -- James H. McMillan , Professor Emeritus, Virginia Commonwealth University “This practical guide helps teachers maximize assessment to improve instruction and learning in their classrooms. Bridging theory and practice, Marzano, Evans, and Simms offer clear, real-world examples—from large-scale assessments to classroom feedback and grading—that provide actionable insights to enhance student success.” -- Christopher DeLuca , Professor of Educational Assessment, Queen’s University, Ontario, Canada “What I appreciate most about Assessment Literacy for Educators is how it dismantles the misplaced faith in large-scale assessments as measures of individual learning and instead elevates classroom assessment as the truer, more actionable source of evidence. The authors’ explanation of sampling, engagement, and construct-irrelevant variance deepened my understanding of why standardized results often fail to capture actual learning. Most compelling is their call to assess not only academic proficiency but also the metacognitive and life skills that shape how students learn and apply their knowledge, acting as a reminder to educators that genuine assessment must reach beyond the test score to build learner agency.” -- Bill Zim a, Author, Mindsets and Skill Sets for Learning Robert J. Marzano, PhD , is cofounder and chief academic officer of Marzano Resources in Denver, Colorado. During his 50 years in the field of education, he has worked with educators as a speaker and trainer and has authored more than 50 books and 200 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Five Big Ideas for Leading a High Reliability School, The Marzano Academies series, Improving Teacher Development and Evaluation, Leading a High Reliability School, The Classroom Strategies series, A Handbook for High Reliability Schools, and Marzano Mastery Approaches . His practical translations of the most recent research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators. Dr. Marzano received a bachelor’s degree from Iona College in New York, a master’s degree from Seattle