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=**Assessment for Learning**=

Assessment has so many different connotations in the jargon of educators. No one would deny that there is a place and a purpose for assessment. The questions really center around the HOW, WHEN, and WHAT to assess? At first glance, the topic of 'Assessment FOR Learning' is opposite of what we are most comfortable doing as educators: that is - 'Assessment OF Learning'. We could also use the terms, 'Formative Assessment', and 'Summative Assessment'. Essentially, Formative Assessment is 'Assessment for Learning', to be used as a source of information to guide instruction. Summative Assessment, on the other hand, relies more on the end results, and is often used for grading purposes, or may used to predict future goals for a student.

There is a wealth of information available to educators who wish to reexamine their perspectives on assessment. On the practical side, there are resources readily available to fill any need, once you have defined what you need to assess. Let's begin with youtube. This video introduces a set of lessons designed to enhance the practice of assessment. (You may need to go to youtube to find the link to subscribe. Sorry! I'm just learning.)

media type="youtube" key="2C10oV0k3rE" height="397" width="469" align="center"

My search for resources on Google, quickly came up with the website for the guru of Assessment for Learning: Dr. Anne Davies. Her website, //Assessment for Learning, An Online Resource for Educators//, would be an excellent place to find practical solutions as well as a place to explore the philosophical perspectives of formative assessment. She says, "This website is devoted to helping educators use "assessment for learning" to improve student learning and raise standards."

[|Anne Davies Website]



She has a handy chart to compare the two main types of assessment.



Since the focus of this project is Assessment For Learning, let's take a closer look at what she has to say about that specifically.

"Most people think of tests and exams that evaluate student learning as primary examples of assessment, but those are examples of assessment of learning. Assessment for learning, also known as classroom assessment, is different.

"It is not used to evaluate learning but to help learners learn better. It does so by helping both students and teachers to see:


 * the learning goals and criteria
 * where each learner is in relation to the goals
 * where they need to go next
 * and ways to get there

Dr. Davies says this:

"The purpose of classroom assessment is to support student learning and to communicate that learning to others. In order to support student learning, classroom assessment needs to involve students deeply in the assessment process, provide specific, descriptive feedback during the learning, and include evaluative feedback as required to communicate and report progress over time. This helps build a shared language that everyone can use to describe growth and learning.

There are several essential elements of the classroom assessment process that supports student learning. To ensure success for all learners, especially those who struggle, students need to know what they already know, what needs to be learned and what success looks like. Students also need to learn how to guide their own learning through being involved in setting and using criteria, giving themselves feedback for learning (self-assessment), setting goals, collecting evidence and communicating that evidence of learning to others."

She also quotes another well-known expert on assessment:

"As Rick Stiggins says, "Students can hit any target that they know about and holds still for them." Teachers achieve deep student involvement through assessment activities that provide assessment data and help students understand what is important and what quality looks like."

Can involving students in setting their own criteria and providing assessment tools motivate them and improve performance?

Dr. Davie's website reports: One Science teacher requires students to do a major research project. This project is worth 40% of their final grade. For several years as many as 40 to 60% of the students from her classes did not submit their project. This past year she tried one thing new and asked each class to set criteria for the major research project. The results? Every student in every class submitted the project. She commented, "It was amazing. The only thing I did differently was to involve them in setting the criteria with me."

Want to know more?

Dr. Anne Davie's website has links to publications, articles, books, professional development activities and seminars, and more. Check it out. You can even join a forum to share your perspectives with others.

Speaking of links, let's check out what our own BC Ministry of Education has to say about classroom assessment.


 * Classroom Assessment and Student Reporting**

Classroom assessment plays an important role in student achievement. Classroom assessment is the process of gathering evidence of what a student knows, understands, and is able to do. It can also help to identify students' learning needs.

Teachers set specific criteria based on learning outcomes and expected levels of performance to evaluate students’ learning. These criteria form the basis for evaluating and reporting student progress. Teachers use their insight, knowledge about learning, and experience with students, along with the specific criteria they establish, to make judgments about student performance in relation to prescribed learning outcomes for each subject or course and grade.

Want to know more? Go to:

http://www.bced.gov.bc.ca/classroom_assessment/

So, what then is the relevance to 21st Century learning?

"Assessment of student skills and knowledge is essential to guide learning and provide feedback to both students and teachers on how well they are all doing in reaching desired 21st century learning goals."

"We need better summative tests and formative evaluations that measure a combination of content knowledge, basic skills, higher-order thinking skills, deeper comprehension and understanding, applied knowledge, and 21st century skills performance. Evaluations embedded into ongoing learning activities that provide timely feedback and suggest additional learning activities that can improve understanding and performance would also be very helpful." 21st Century Skills, by Bernie Trilling & Charles Fadel, page 130, 131.

To close, I find myself reflecting on a statement that resides on the wall of my office. As educators we never stop learning, for, as reflective practitioners, we have an obligation to assess ourselves and our practice along with our students.

Prashant Iyengar