Tuesday, September 24, 2013

Assessment FOR, AS and OF LEARNING

Dr. Lorna Earl and Dr. Steven Katz in their book "Rethinking Classroom Assessment with Purpose in Mind" stress the different approach in planning Assessment for, as, and of Learning as the 3 main purposes of assessment. These differences are outlined in the table below:


Process


Assessment FOR LearningAssessment AS Learning

Assessment OF Learning


Why Assess?

to enable teachers to determine next steps in advancing student learning



to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and


identify next steps




to certify or inform parents or others of student’s proficiency in


relation to curriculum learning outcomes



Assess What?

each student’s progress and learning needs in relation to the curricular


outcomes




each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning




the extent to which students can apply the key concepts,


knowledge, skills, and attitudes related to the curricular


outcomes



What Methods?

a range of methods in different modes that make students’ skills and


understanding visible




a range of methods in different modes that elicit students’ learning and metacognitive processes




a range of methods in different modes that assess both product


and process



Ensuring

Quality

 

• accuracy and consistency of


observations and interpretations of


student learning


• clear, detailed learning expectations


• accurate, detailed notes for descriptive feedback to each student




• accuracy and consistency of student’s self-reflection, self-monitoring, and


self-adjustment


• engagement of the student in considering and challenging his or


her thinking


• students record their own learning




• accuracy, consistency, and fairness of judgments based


on high-quality information


• clear, detailed learning expectations


• fair and accurate summative reporting



Using the

Information

 

• provide each student with accurate descriptive feedback to further his or


her learning


• differentiate instruction by continually checking where each student is in relation to the curricular outcomes


• provide parents or guardians with


descriptive feedback about student learning and ideas for support




• provide each student with accurate


descriptive feedback that will help him or her develop independent


learning habits


• have each student focus on the task and his or her learning (not on getting the right answer)


• provide each student with ideas for


adjusting, rethinking, and articulating his or her learning


• provide the conditions for the


teacher and student to discuss alternatives


• students report about their learning





• indicate each student’s level of learning


• provide the foundation for


discussions on placement or


promotion


• report fair, accurate, and detailed information that can


be used to decide the next steps in a student’s learn




For the complete material, please click http://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdf

1 comment:

Today's Lesson | Assessment OF, AS, FOR Learning at a glance said...

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