Cooper's Talk About Assessment concludes with chapter 10, Implementing Change. In this chapter, Cooper discusses the need for change in educational practices. Cooper begins by mentioning the four conditions he believes are necessary for sustainable assessment reform: focus; support and accountability; collaboration; and staying the course. The chapter concludes by summarizing the need for assessment reform at the district, school, and individual teacher level.
I found the pages discussing focus were interesting. Focusing is meant to identify the most pressuring needs. I remembered the film Entre les Murs and how teachers in the staff room decided to start talking about more important issues like the coffee machine. For this school, there was no focus. But how does one identify what the most pressuring needs are? Using data, of course. But data shows that assessment for learning does nothing to improve achievement. Thus, Cooper says that the data for what teachers are doing between tests is more important than test scores. Focusing on instructional and formative assessment strategies is better informative data. Results from this data identified through the Designing Down model will create a focused plan for addressing the need of reform.
The Designing Down model starts at a system-wide level (principals and administrators collaborate by collecting data in their schools), moves to a school level, and ends with the teacher-level (communicating with teachers in order to work together with principals and administrators to reach the best solution for assessment reform).
Overall, Cooper has identified major aspects of teaching throughout his book, which including the Big Ideas, different types of assessment and their use, lesson planning, differentiated instruction, different types of students (IEP, ESL, ELD), technology in the classroom, reporting and grading and methods of assessment reform.