4+Assessment+for+Learning

=Assessment for Learning: = =//Assessment Practices to Improve Learning// =  As highlighted by Friesen and Saar (2010), assessment //for// learning is a key component of teaching for intellectual engagement. They suggest assessment practices must be focused to improve learning, and must be an active part of the engagement and learning process for students. This approach to assessment is largely based on the perspectives and research of Stiggins, Wiggins, McTighe, Hattie, Cooper, Armstrong, and others who have done much in the last decade to shift how we view and practice assessment in our schools, and is supported by professional organizations such as the AAC (Alberta Assessment Consortium) and ATA (Alberta Teachers' Association).

What is Assessment //for// Learning?
Assessment //for// learning, also known as assessment //as// learning, is the process of developing and supporting metacognition for students and focuses on the role of the learner as the critical connector between assessment and learning. Assessment //for// learning is //designed// to give teachers, students, and parents information that will //inform// instructional decisions to //enhance learning// (LRSD, 2007).

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 * Doug Major and Rick Stiggins on Assessment for Learning**

Key Principles of Assessment for Learning

 * Clear, obtainable targets that are challenging to students but accessible.
 * Use of rubrics to clarity learning objectives.
 * Use of multiple exemplars to demonstrate expectations.
 * Balanced formative and summative assessment.
 * Incorporated use of authentic and performance assessment.

Formative Assessment
Formative assessment provides information about student progress and direction for improvement and adjustments to a program for an individual student or a whole class, but has no part in an achievement grade; associated with assessment //for// learning (LRSD, 2007).

Summative Assessment
Summative assessment provides information to make judgements about student achievement at the end of a period of instruction and for determining an achievement grade; associated with assessment //of// learning (LRSD, 2007).

Authentic Assessment
"The term //authentic assessment//, popularized by Grant Wiggins (1989), conveys the idea that assessments should engage students in applying knowledge and skills in the same way they are used in the "real world" outside of school. Authentic assessment also reflects good instructional practice, so that teaching to the test is desirable" (Marzano, R., McTighe, J., & Pickering, D., 1993).

Performance Assessment
"Performance assessment refers to "variety of tasks and situations in which students are given opportunities to demonstrate their understanding and to thoughtfully apply knowledge, skills, and habits of mind in a variety of contexts. These assessments often occur over time and result in a tangible product or observable performance. They encourage self-evaluation and revision, require judgement to score, reveal degrees of proficiency based on established criteria, and make public the scoring criteria" (Marzano, R., McTighe, J., & Pickering, D., 1993).

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 * Authentic Performance Assessment in the Seattle School District**

How do we conduct Assessment for Learning?
Assessment is a continual process of planning, implimenting, observing, assessing, evaluating, and communicating. A nice visual organization of this process is provided in this AAC Teacher Assessment Resource Diagram: (an interactive version with supporting links is available at [] )

© Alberta Assessment Consortium (AAC) Source: AAC website (www.aac.ab.ca), used with permission.

Another divisional resource on assessment and successful learners provided by AAC:

© Alberta Assessment Consortium (AAC) Source: AAC website (www.aac.ab.ca), used with permission.

**The work on assessment //for// learning is never done; it is a constructive process that reflects and scaffolds the student learning process.**