The document discusses two types of classroom assessment: assessment of learning and assessment for learning. Assessment of learning evaluates student progress against standards and is intended for those not involved in the classroom. Assessment for learning establishes next steps, provides descriptive feedback, and involves students to improve learning and assist teachers. The document also discusses how the brain learns best when students have choice, receive frequent feedback, and can self-assess. It provides strategies for effective classroom assessment, including teachers researching standards, discussing criteria with students, and giving students time to work at their own pace.

1. Supporting Learning Through
Classroom Assessment

2. Assessment of Learning
 Evaluates current progress
 A formal report
 Summary of marks, scores and grades
 Compares students’ learning with a standard
 Student need not be present
 Intended for observation by those not involved in the
classroom

3. Assessment for Learning
 Establishes what to do next
 A progressive tool responding to student’s work
 Detailed and descriptive feedback related to criteria
 Compares students’ learning to ‘previous best’ and
progress toward standard
 Student is involved in order to improve learning
 Designed to assist teachers

4. The Brain is Built to:
 Obtain information
 Combine information it has to information it acquires
 Understand information
 Remember information
 Draw from it at a later time

5. Intrinsic Motivation
Supported When Student: Hindered When Student is:
 Has a sense of choice  Forced or intimidated
 Gets frequent/specific  Given rewards or punishment
feedback linked to evaluation
 Encounters challenging but  Compared to other student(s)
not threatening tasks  Not given frequent feedback
 Can self-assess  Limited with personal control
 Can relate learning to  Given responsibility to
everyday life complete work but not skills
to improve

6. Classroom Assessment that Works
1. Teachers do their research
 Curriculum
 Review samples
 Can students produce evidence of learning?

7. Classroom Assessment that Works
2. Teachers work with students
 Discussion

8. How does it work?
Talk about the learning with students
When students become engaged and talk about
their learning task, they:
 Make a plan
 Clarify options
 Collaborate with other peers
 Choice

9. Classroom Assessment that Works
2. Teachers work with students
 Discussion
 Criteria

10. How does it work?
Show Samples and Discuss Criteria
When students are given samples to view and
criteria to follow, students will:
 Envision what success looks like
 Understand what they will be learning
 Connect what they know to what they need to know
 Decide what findings are important

11. Classroom Assessment that Works
2. Teachers work with students
 Discussion
 Criteria
 Time

12. How does it work?
Give Students Time
When students are given time to work on their task
they:
 Build on previous learning
 Learn from others
 Take risks that are necessary for learning
 Practice

13. Classroom Assessment that Works
3. Student participation
 Decide what is important
 Check criteria
 Receive and give themselves feedback
 Self assess (revisit criteria)
 Present (more feedback)
 Cycle continues (reset criteria, continue learning)