The document discusses assessment for learning and its five keys: 1. Clear purpose - What is the assessment's purpose and how will results be used? 2. Clear targets - Are the learning targets clear and appropriate? 3. Sound design - What methods are used and how is bias avoided? 4. Effective communication - How are results managed and reported? 5. Student involvement - Students understand targets and can self-assess progress. It emphasizes involving students by providing understandable targets, models, and feedback to help students self-assess and set goals for continual learning.

3. ASSESSMENT FOR LEARNING Changing Roles

4. ASSESSMENT For a Grade After Learning Measurement of Achievement of Objective Identify the At Risk Students OF Learning For Continual Learning During Learning Process Involves Student Input Includes Teacher Feedback For Student Self Analysis FOR Learning

5. What is it? Five Keys to Assessment Clear Purpose Learning Targets Sound Design Effective Communication Student Involvement .

6. Key 1: Clear Purpose What ’s the purpose? Who will use the results? What will they use the results to do ? Key 2: Clear Targets What are the learning targets? Are they clear? Are they appropriate? Key 3: Sound Design What method? Quality questions? Sampled how? Avoid bias how? Key 4: Effective Communication How manage information? How report? To whom? Key 5: Student Involvement Students are users, too Students need to understand targets, too Students can track progress and communicate, too Students can assess Keys to Quality Classroom Assessment Accurate Assessment Effectively Used

7. How Do We Involve Students in Assessment??

8. Good Formal Assessment Provide Understandable Learning Target Use Models of Strong and Weak Work Regular Descriptive Feedback Student Self-Assessment and Goals Design Lessons Focused on one aspect of quality at a time Teach Student Focused Revision Self- reflection and Monitoring

9. Simple Questions Learners Must Ask Where am I now? Where do I need to be? How do I get there?

10. WHY DO WE NEED TO MAKE THIS SHIFT TO ASSESSMENT FOR LEARNING? YOU BE GEORGE!

11. Typical Adult to Child Conversation How was your day? Fine What did you learn in math? Math What did you do in math? Math AND……? “ Took a test ” How did you do? “ Got a C ”

12. “ Why don ’ t you just leave me alone? ” Was it a difficult test? “ Yeah ” What will you do to improve? “ Pay more attention in math ” Do you like math? “ Its OK ” Are you a good math student? I ’ m average What is your math goal? To get a “ B ”

13. Empowering Students Formative assessment clear targets provide that student with a plan by showing increments rather than final judgment. These targets become measurements to monitor progress. They can become grade book entries.