This resource is a very comprehensive code of conduct for teachers. They are rules to live by!
What is Assessment for Learning?
Simply stated, assessment as learning is learning how to learn (meta-cognition) at ever increasing levels of effectiveness. It includes personal goal setting, self-regulation, and continuous growth and improvement as a learner, thinker and problem-solver.
What is Assessment of Learning?
Assessment of learning is otherwise known as evaluation and occurs at the end of a sequence of learning/instruction. It is used to approximate how much learning has taken place up to a certain point, to determine students’ grades and to report to parents. Teachers alone use assessment of learning; students are evaluated on an individual basis-no group or peer evaluations. In assessment of learning, students are expected to turn in assigned work to meet deadlines established by the teacher and act in a responsible manner. When student work is not submitted on time or is missing, teachers consider mitigating factors that help them to work out a resolution with the student/parent. In assessment of learning, students, parents and teachers work together continually for the common good of
improving student learning, and in inspiring eventual success, hope, and confidence. Only teachers undertake assessment of learning.
"Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”.
”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement.
Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.
"As essential steps in assessment for learning and as learning, teachers need to:
• plan assessment concurrently and integrate it seamlessly with instruction;
• share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;
• gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;
• use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;
• analyse and interpret evidence of learning;
• give and receive specific and timely descriptive feedback about student learning;
• help students to develop skills of peer and self-assessment."
In truth, this document presented some very new and divergent ideas regarding assessment. I have never really put much value into assessment, as I have always felt uncomfortable with the power it gives over students and have often question what a school with no grades would look like.
So, when I read through this document, it opened my eyes to a new way of perceiving assessment; not an apparatus of power but as a way to help learners grow and become lifelong learners and to help teachers teach.