Assessment For, As and Of

Learning: Assessment Practices

For Aboriginal Students

Facilitators
AgnesDufournaud
JohnPiper

FundamentalBelief

Theprimarypurposeof
assessmentandevaluationisto
improvestudentlearning

TheMedicineWheel
NORTH
Mental

WEST

EAST

Physical

Spiritual
Balance

SOUTH
Emotional

Our
Working
Norms

Learning Goals
Wearelearning:

Tocometoacommonunderstandingofthe
meaningofAssessmentfor,as,andof
Learning
Togatherreliableandvalidevidencebased
oninformedprofessionaljudgment

TakeTimetoThink
Ithinkhesdoingsome
diagnosticassessment.

Activity1
Chapter4
p.28

AssessmentforandasLearning

Thepolicystatesthatteachersneedto:
sharelearninggoalsandsuccesscriteriawithstudents;
gatherinformationaboutstudentlearningusingavarietyof
assessmentstrategiesandtools;
useassessmenttoinforminstruction,andhelpstudentsmonitor
theirprogresstowardsachievingtheirlearninggoals;
giveandreceivespecificandtimelydescriptivefeedbackabout
studentlearning;and
helpstudentstodevelopskillsofpeerandselfassessment.
8

Activity1
WhatdoyouknowaboutAssessment?

Activity1

Activity1
Opentheenvelopeatyourtable.
Withyourcolleaguesdecidewhereeachstatement
shouldlandontheorganizer.

AofL
AfL

AaL

Activity2
Watch the clip from
Rethinking Classroom
Assessment the Webcast
with Purpose in Mind.
Asyouarewatchingconsiderthefollowing
question:

Whatarethebenefitsofmoving
theclassroomenvironmenttoone
focusedonAssessmentforandas
Learning?

Growing Success, p. 143 - 144

Dr. Lorna
Earl

LornaEarl
Asyouarewatching
considerthefollowing
question:

Whatarethe
benefitsof
movingthe
classroom
environmentto
onefocusedon
Assessmentfor
andasLearning?

LinktoAssessmentforLearningDefinition

LinktoAssessmentasLearningDefinition

Chapter4
p.32

AssessmentforLearningandas
Learning
Establishwhere
learnersarein
theirlearning

Establishwhere
learnersaregoing

Establishwhat
needstobedone
togetthemthere

Common Understanding
What are:
Assessment for learning
Assessment as Learning
Assessment of Learning

Chapter4
p.30

AssessmentLiteracy
Termssuchasdiagnostic,formative,
and summativehaverecentlybeen
supplementedwiththephrases
assessmentforlearning,assessmentas
learning,andassessmentoflearning.
Whatmattersishowtheinformationis
used.

AssessmentforLearning
Theongoingprocessofgathering
andinterpretingevidenceabout
studentlearningforthepurpose
ofdeterminingwherestudents
areintheirlearning,wherethey
needtogo,andhowbesttoget
there.(p.144)
17
Back

AssessmentasLearning
Theprocessofdevelopingandsupporting
studentmetacognition.Studentsareactively
engagedintheassessmentprocess;thatis,
theymonitortheirownlearning.(p.143)

Back

AssessmentofLearning
Theprocessofcollectingandinterpretingevidence
forthepurposeofsummarizinglearningatagiven
pointintime,tomakejudgementsaboutthequality
ofstudentlearningonthebasisofestablished
criteria,andtoassignavaluetorepresentthat
quality.Theinformationgatheredmaybeusedto
communicatethestudentsachievementtoparents,
otherteachers,studentsthemselves,andothers.It
occursatorneartheendofalearningcycle.(p.144)

SuccessCriteria
DescriptiveFeedback
Peer andSelfAssessment
IndividualGoalSetting

Gathering Information
About Students Understanding

Engineering effective conversations,

questions, and learning tasks

LearningGoals

Planning with the End in Mind

What do I want
them to learn?

Assessment
How will students demonstrate
their knowledge and skills while
they are learning?

How will I know

they are learning
it?

How will we monitor their

progress?

How will I
design the
learning so that
all will learn?

How will I plan with DI in mind?

AdaptedfromtheMinistryofEducation,Ontario

Exit cards, journal entries,

observation, conversations,

What instructional strategies are

appropriate for the learners in my
class?

PlanningwiththeEndinMind
StartwithOverallExpectations
CreateLearningGoals useSpecific
ExpectationstodevelopLearningGoalsthat
supportthelearningtowardachievingOEs.
Useverbsthatarespecificandobservable.
RelatedSpecific
Expectations
Overall
Expectations

StudentFriendly
Language

How can we gather triangulated evidence of learning ??

Conversations

Content Standards

PerformanceStandards
(AchievementChart)
Observations

Products

Conversations

RunningRecord
ListofBooksRead
VocabularyChecklists
NotesfromLiteratureCircle
ObservationChecklist
Processfolio
Anecdotalobservation
Questioning
Presentations
Listening
Speaking
ProblemSolving
GroupSkills

Observations

Conferences
Notes
Journal
Blogs
ModeratedWikis
ModeratedOnlineforums
Studentfeedback
PerformanceTasks
Focusedconversations
Assignments
PortfolioConferencing

TestScores
ReaderResponses
Tests
Portfolios
Checklists
Videos
Journals
Projects
Graphs
Products
Tests

Whatdoesit......and
Assessment

For
As
Of

Looklike

Soundlike

Studentscan

Assessment For
Learning
Whoisthe
activepartner?

Whatisthe
information
usedfor?

Assessment As
Learning

Assessment Of
Learning

For Learning

Assessment
As Learning
Of Learning

Byteachers
todeterminewhatto
donextinstructionally
(strategies,
differentiation)
Toprovide
descriptivefeedback
tostudents(whatthey
aredoingwell,what
needsimprovement
andhowtoimprove)

Bystudent
todeterminewhatto
donextinmylearning
(e.g.strategy,focus)
Toprovide
descriptivefeedback
topeersandself(peer
andselfassessment)
Goalistobecome
reflective,self
monitoringlearner

Byteacher
todetermine
studentslevelof
achievementof
overallexpectationsat
agivenpointintime
Asevidenceto
supportprofessional
judgment

GSp.31

PlanningwiththeEndinMind
SAVETHELASTWORDACTIVITY.
EMBEDDESIGNDOWNPLANNINGMODEL

KeyLearning
LearningGoalsandSuccessCriteriaare
Foundational
TheactivepartneriswhatdistinguishesAfL
fromAaL.
Ifstudentsareengagedinusingtheaboveto
peerandselfassessthenAaLishappening

Wheredowegofromhere
GrowingSuccess
Edugains AER DI Math
AnneDavies,RickStiggins,ARG,JanChappuis,
KenOConnor,JayMcTighe,GrantWiggins,
ShirleyClarke,LornaEarl,DouglasFisher,
NancyFrey,Brookhart andMoss.