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| Prior to joining ETS, Jan Chappuis was a curriculum and assessment specialist responsible for professional development and school improvement. Her background as an elementary and secondary teacher, combined with her assessment expertise and professional development experience, enables Jan to provide teachers and school leaders with practical solutions for motivating students and involving them in their own academic success. |
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Books
| Chappuis, J. (2007). Learning Team Facilitator Handbook. |
| Arter, J., & Chappuis, J. (2006). Creating & Recognizing Quality Rubrics. |
| Chappuis, S., Stiggins, R.J., Arter, J., & Chappuis, J. (2005). Assessment FOR Learning: An Action Guide for School Leaders, 2nd ed. |
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Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom Assessment for Student Learning: Doing It Right-Using It Well. |
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Chappuis, J., & Chappuis, S. (2002). Understanding School Assessment: A Parent and Community Guide to Helping Students Learn.
Read the introduction to Understanding School Assessment: A Parent and Community Guide to Helping Students Learn.
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Videos
| Learning Team Facilitator Handbook |
| Designing Performance Assessments for Learning (Presented with Judy Arter) |
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Learning Team Facilitator |
Papers
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Chappuis, Stephen, & Chappuis, Jan. (2008). The best value in formative assessment. Educational Leadership, 65(4), 14-19. |
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Stiggins, Rick, & Chappuis, Jan. (2008). Enhancing Student Learning. The District Administrator, January. |
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Stiggins, Rick & Chappuis, Jan. (2006). What a difference a word makes: Assessment FOR learning rather than assessment OF learning helps student succeed. Journal of Staff Development, 27(1). |
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Chappuis, Jan. (2005). Helping students understand assessment. Educational Leadership 63 (3), 39 – 43. |
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Stiggins, Rick & Chappuis, Jan. (2005). Using student-involved classroom assessment to close achievement gaps. Theory Into Practice44 (1), 11-18. |
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Elman, Linda, Chappuis, Stephen, & Chappuis, Jan. (1998). Designing a comprehensive school district assessment plan. Educational Research Service Spectrum 16 (4), 8 – 17. |
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