Assessment+for+Learning

**__ Assessment //for// Learning __** // "...process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes." // ~Popham, 2008   In its policy document #305.0 the York Region District School Board emphasizes the importance of assessment //for// learning: “The primary purpose of assessment is to improve student learning by providing information needed to direct the modification and refinement of programs to better meet student strengths, needs, and interests.” Therefore teachers in this board need to be familiar with the aspects of assessment //for// learning.
 * What //exactly// is it?**

In case you cannot remember what we learned during our teacher training days regarding the different types of assessment and evaluation the following are definitions of the key terms: // “Assessment **for** learning // is designed to give teachers information to modify and differentiate teaching and learning activities. It acknowledges that individual students learn in idiosyncratic ways, but it also recognizes that there are predictable patterns and pathways that many students follow. It requires careful design on the part of teachers so that they use the resulting information to determine not only what students know, but also to gain insights into how, when, and whether students apply what they know. Teachers can also use this information to streamline and target instruction and resources, and to provide feedback to students to help them advance their learning. // Assessment **as** learning // is a process of developing and supporting metacognition for students. Assessment as learning focuses on the role of the student as the critical connector between assessment and learning. When students are active, engaged, and critical assessors, they make sense of information, relate it to prior knowledge, and use it for new learning. This is the regulatory process in metacognition. It occurs when students monitor their own learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand. It requires that teachers help students develop, practice, and become comfortable with reflection, and with a critical analysis of their own learning. // Assessment **of** learning // is summative in nature and is used to confirm what students know and can do, to demonstrate whether they have achieved the curriculum outcomes, and, occasionally, to show how they are placed in relation to others. Teachers concentrate on ensuring that they have used assessment to provide accurate and sound statements of students’ proficiency, so that the recipients of the information can use the information to make reasonable and defensible decisions.”[1] ** Why should I do it? **

Besides the fact that the YRDSB places a heavy emphasis on assessment //for// learning, conducting assessment for learning enables us to differential instruction. By gathering assessment for learning the teacher can reflect on what the students are absorbing as well as their “readiness, interests and learning preferences. “[1] As a result the teacher can re-evaluate their teaching strategies and next step in instruction.

“When the purpose of assessment is to help students improve (assessment **//for//** learning): · teachers and students must share a common understanding of the goals of the learning in relation to achievement of curriculum expectations, and the success criteria that will be used to determine the students’ degree of achievement of those goals; · teachers provide ongoing feedback on students’ performance related to what they are doing well, what they need to improve and how specifically they can improve; · students use feedback on their performance to adjust their learning strategies and/or their learning goals; teachers provide students support in responding to the feedback; · teachers use feedback to make adjustments to their teaching strategies and/or revise learning goals.”[1]
 * What should I keep in mind when conducting assessment for learning?**

To further clarify, by contrasting, what assessment //for// learning is, the following is what should be kept in mind when conducting assessment of learning.

“When the purpose of assessment is to gather evidence to make judgments about students’ performance and to assign a value to represent that judgment (assessment **//of//** learning; evaluation): · teachers and students must share a common understanding of the goals of the learning, and the success criteria that will be used to determine the students’ level of achievement of those goals. · teachers, using their professional judgment, decide which evidence will be considered, and to what extent, to assign a grade”[ 1 ] ** How I do I do this? ** 4 core practices have been developed and elaborated upon: · “ensuring a common understanding of learning goals and success criteria · asking strategically planned questions · providing descriptive feedback, and · modeling and promoting peer and self‐assessment skills. “[1]

Let us dissect these 4 core practices a little more, so to understand them further. __ Learning Goals and Success Criteria [2] __ Learning Goals: · statements that outline the teacher’s expectations of the students by the end of a period of learning Success Criteria: · follow from the learning goals and specify how to ‘successfully’ demonstrate their attainment The following chart is a guide to how to develop Learning Goals and Success Criteria and tips on how to use them effectively. · start by identifying the overall and specific expectations to be addressed · use clear, concise language that is student-friendly and grade-appropriate”[2] · where possible include students in developing the goals, especially personal learning goals · “package the learning in incremental steps to build students’ knowledge and skills”[2] · share learning goals at the beginning of a period of learning and circle to them throughout the learning chuck · “describe what students will know and/or be able to do by the end of the period of instruction”[2] · avoid using “you” when stating the learning goals, rather us “we” ||  “When developing success criteria: • describe observable behaviours • use student-friendly language • include a descriptor to allow for a range of performance (e.g. accurately) • engage students in developing them”[2] ||  __ Questioning[2] __ · this is a method to assess //for// learning and learn about students knowledge level, attitudes, interests and learning preferences · it is information given by the //students// //for the teacher// to use · if used effectively teachers can use it: o to guide students through a topic and thus lead them to achieve the learning goals o to differentiate instruction, and spot student confusion and misconceptions Effectively questioning should: · be administered in a safe environment · relate to the learning goals · be varied · allow for thinking time · use probing · be planned thoroughly __ Feedback[2] __ · it is information given by the //teacher// //for the students// to use · its aim should be to help students improve · can be used to engage students into the process of learning · it should follow the following format o aspects the student did well on o what the student should improve on o the next steps to make the necessary improvements Effective Feedback should be[2]: · descriptive · focused · limited · timely __ Self-Assessment[2] __ · done by the students for the students · trains students to reflect on their work · aids in the development of as students self learners “To help students become effective self-assessors, teachers should: · create a safe and positive learning environment · begin with peer assessment · provide instruction on collaborative peer and self-assessment skills · model the use of assessment tools and strategies · provide opportunities for students to practice peer and self-assessment in class, mentor and monitor their students’ assessment practices and provide timely feedback · focus students’ peer and self-assessments on the learning goals and success criteria. Guide students’ reflections on their work in relationship to the learning goals and criteria, provide descriptive feedback related to the goals and criteria, and have students work together to understand and act on the feedback. · engage students in development of success criteria by: o providing samples of good work to show what is it looks like; o inviting students to co-construct success criteria; and o providing regular opportunities to pause, reflect, look for proof, connect to the criteria and make improvements. “[2]
 *  “When developing learning goals:
 * Specifically how could I gather assessment //for// learning? **

“In her book //Making Classroom Assessment Work//, Anne Davies describes three general sources of assessment evidence: • observation of learning, • products students create, and • conversations with students. By collecting evidence from three different sources over time, the reliability and validity of classroom assessment is increased. This process is called “triangulation”. “ [1]
 * Where do I get more Information? **

“An Introduction to Assessment and Evaluation”. Building Futures: Ministry of Education. November 22, 2008. · This resource includes the definitions of assessment of, as, and for learning. In addition it has further information/resources on how to gather and use assessment and evaluation effectively. As well it has methods of how to differentiate with information gathered from assessment.

“Implementing Assessment for Learning”. Building Futures. Ministry of Education. November 22, 2008. · This resource expands on the 4 core practices outlined above and also provides examples of how to implement them. In addition, it references other sources that also provide more information about assessment for learning.

The York Region District School Board. Board Policy #305.0 - Assessment and Evaluation. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/policy/305.pdf · This is the YRDSB policy document regarding assessment and evaluation. It goes through the responsibilities of each member of the school community when it comes to assessment and evaluation.

Ontario Curriculum Unit Planner. February 10, 2009. Ministry of Education. February 25, 2009.[| http://www.ocup.org/resources/documents/companions/assess2002.pdf] · This is a Ministry document that helps teachers plan units specifically the assessment and evaluation involved in them.

“Planning Assessment Instruction and Evaluation”. Building Futures. Ministry of Education. November 22, 2008. · This resource is a brief introduction to unit planning specifically assessment and evaluation in a unit. It goes through the design down approach to unit planning and provides a fishbone diagram to help organize teachers when they plan a unit.

 [1] “An Introduction to Assessment and Evaluation”. Building Futures. Ministry of Education. November 22, 2008. [2] “Implementing Assessment for Learning”. Building Futures. Ministry of Education. November 22, 2008.