Assessment for learning


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Assessment for learning

  1. 1. • Watch Rick Stiggins Video
  2. 2. ASSESSMENT OF LEARNING AND ASSESSMENT FOR LEARNING Crucial Distinction Assessment of Learning How much have students learned as of a particular point in time? Assessment for Learning How can we use assessment to help students learn more?
  3. 3. ASSESSMENT OF LEARNING AND ASSESSMENT FOR LEARNING Effect of Previous Practices: rank students on achievement by graduation New Expectation: Assure competence in Math, Reading, Writing, etc. • Implications? Assessment and grading procedures should help students succeed.
  4. 4. ASSESSMENT FOR LEARNING • We need to close the gap between standards and students competencies • Risk: our society will be unable to productively evolve in social and economic sense. • Assessment is a tool to ensure student mastery of essential standards.
  5. 5. ASSESSMENT FOR LEARNING • Mistaken beliefs about how to use assessment to support school improvement: 1.High-stakes tests are good for all students because they motivate learning 2.If I threaten to fail you, it will cause you to try harder 3.If a little intimidation doesn’t work, use a lot of intimidation
  6. 6. MISTAKEN BELIEFS 4. The way to maximize learning is to maximize anxiety 5. It is the adults who use assessment results to make the most important instructional decision.
  7. 7. MISTAKEN BELIEFS PROFOUND MISTAKE Teachers and leaders don’t need to understand sound assessment practices – the testing people will take care of us. COUNTER BELIEF They do need to understand sound assessment practices.
  8. 8. • Assessment Crisis: The Absence Of Assessment FOR Learning • By Rick Stiggins
  9. 9. • School improvement requires: – the articulation of higher achievement standards, – the transformation of those expectations into rigorous assessments, and – the expectation of accountability on the part of educators for student achievement, as reflected in test scores.
  10. 10. • When they assess for learning, teachers use the classroom assessment process and the continuous flow of information about student achievement that it provides in order to advance, not merely check on, student learning.
  11. 11. • understanding and articulating in advance of teaching the achievement targets that their students are to hit; • informing their students about those learning goals, in terms that students understand, from the very beginning of the teaching and learning process; • becoming assessment literate and thus able to transform their expectations into assessment exercises and scoring procedures that accurately reflect student achievement;
  12. 12. • using classroom assessments to build students’ confidence in themselves as learners and help them take responsibility for their own learning, so as to lay a foundation for lifelong learning; • translating classroom assessment results into frequent descriptive feedback (versus judgmental feedback) for students, providing them with specific insights as to how to improve;
  13. 13. • continuously adjusting instruction based on the results of classroom assessments; • engaging students in regular self-assessment, with standards held constant so that students can watch themselves grow over time and thus feel in charge of their own success; and • actively involving students in communicating with their teacher and their families about their achievement status and improvement.