5. Assessment For Learning
• Informs our practice
• Gives us information about the effectiveness of instruction
• Guides decisions such as instructional plan, grouping, interventions
• Helps students know if they have achieved the learning goal
(target), and to what degree
• Data is kept as evidence of learning and growth, and as part of
responsive teaching plan
• Is not reported as summative “grade”
• Evidence used as talking points when communicating student
progress; ex: parent-teacher-student conference, student-lead
conferences or showcases, administrator summary
6. Formative Assessment Ideas
• Observations and annotation
• As teacher interview
• Peer conversations
• Group dialogue
• Class presentation
Descriptive, non-graded feedback
Samples of student work
Journals and portfolios
Fist-to-Five
Thumbs up
Stoplights
Self and Peer Assessments
See Natalie Regiers’s formative assessment
collection
7. Assessment as learning
• Refers to student involvement in assessment
• Assessment is embedded daily and continually into learning
activities, not something “separate from”.
• We assess everything we do
• Students make decisions, set goals, self monitor, and choose
• Students are involved in setting assessment criteria
• Students self assess
• Students reflect on learning
8. Engagement =
Student
Involvement in
Assessment
True “engagement” is not “gamification of learning” or
“fun activities” (though of course those help!). True
“engagement” is students feeling empowered in their
learning, able to contribute to decision making, setting
and achieving goals.
9. Greatest predictor of success in mathematics:
student self efficacy
• Refers to the belief that we can learn
• Research shows teachers that have a growth mindset generate
greater achievement in students. We must believe that all students
can learn!
• Student belief in their own ability is fundamental to motivation,
engagement, and achievement
• We must be cautious, even with praise, that we communicate a
growth mindset
• Assessment as learning involves students in the collecting and
responding to continual feedback, which is necessary to visualize
learning
10. Assessment of Learning
• Grading and reporting
• Standards and benchmarks, grade appropriate mastery
• Information is still used formatively!
11. Comparing Assessment for Learning and Assessment of Learning Adapted from Ruth Sutton Learn
Alberta
Assessment for Learning
Assessment of Learning
Checks learning to determine what to do next and then
provides suggestions of what to do –teaching and learning
are indistinguishable from assessment.
Checks what has been learned to date.
Is designed to assist educators and students in improving
learning.
Is designed for the information of those not directly
involved in daily learning and teaching(school
administration, parents, school board) in addition to
educators and students.
Is used continually by providing descriptive feedback.
Is presented in a periodic report.
Usually uses detailed, specific and descriptive feedback in a
formal or informal report.
Usually compiles data into a single number, score or mark as
a formal report.
Is not reported as part of an achievement grade.
Is reported as an achievement grade.
Usually focuses on improvement, compared with student’s
“previous best” (self-referenced, making learning more
personal).
Usually compares student’s learning either with other
student’s learning or the standard grade level.
Involves student.
Does not always involve the student.
WNCP, 2006
12. Embedding Assessment into Classroom Routines
http://www.mathsolutions.com/videos/HowToAssess/HowToAss
ess_Intro.html?TB_iframe=true&width=720&height=520
