Assessment For, As and Of

Learning: Assessment Practices

For Aboriginal Students

Facilitators
AgnesDufournaud
JohnPiper
 FundamentalBelief

Theprimarypurposeof
assessmentandevaluationisto
improvestudentlearning

2
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 Dr. Lorna

theclassroomenvironmenttoone Earl
focusedonAssessmentforandas
Learning?

Growing Success, p. 143 - 144

LornaEarl
Asyouarewatching
considerthefollowing
question:

Whatarethe
benefitsof
movingthe
classroom
environmentto
onefocusedon
Assessmentfor
andasLearning?
LinktoAssessmentforLearningDefinition LinktoAssessmentasLearningDefinition
Chapter4
AssessmentforLearningandas
p.32
Learning

Establishwhere
learnersarein
theirlearning Establishwhat
needstobedone
togetthemthere

Establishwhere
learnersaregoing
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)
 LearningGoals
Engineering effective conversations,

About Students Understanding

questions, and learning tasks
SuccessCriteria

Gathering Information
DescriptiveFeedback

Peer andSelfAssessment

IndividualGoalSetting
 Planning with the End in Mind

What do I want
Assessment
them to learn? How will students demonstrate
their knowledge and skills while
they are learning?

How will I know How will we monitor their

they are learning progress?
it?
Exit cards, journal entries,
observation, conversations,
How will I How will I plan with DI in mind?
design the
learning so that What instructional strategies are
all will learn? appropriate for the learners in my
AdaptedfromtheMinistryofEducation,Ontario
class?
 PlanningwiththeEndinMind
StartwithOverallExpectations
CreateLearningGoals useSpecific
ExpectationstodevelopLearningGoalsthat
supportthelearningtowardachievingOEs.
Useverbsthatarespecificandobservable.
RelatedSpecific StudentFriendly
Expectations Language
Overall
Expectations
 How can we gather triangulated evidence of learning ??

Conversations

Content Standards

PerformanceStandards
(AchievementChart)
Observations Products
 Conversations
Conferences
Notes
Journal
Blogs
ModeratedWikis
RunningRecord ModeratedOnlineforums
ListofBooksRead Studentfeedback
VocabularyChecklists Focusedconversations PerformanceTasks
NotesfromLiteratureCircle Assignments
ObservationChecklist
PortfolioConferencing
TestScores
Processfolio ReaderResponses
Anecdotalobservation Tests
Questioning Portfolios
Presentations Checklists
Listening Videos
Speaking Journals
ProblemSolving Projects
GroupSkills Graphs
Observations Tests Products
 Whatdoesit......and
Assessment Looklike Soundlike Studentscan
For

As

Of
 Assessment For Assessment As Assessment Of
Learning Learning Learning
Whoisthe
activepartner?

Whatisthe
information
usedfor?
 Assessment
For Learning As Learning Of Learning
Byteachers Bystudent Byteacher
todeterminewhatto todeterminewhatto todetermine
donextinstructionally donextinmylearning studentslevelof
(strategies, (e.g.strategy,focus) achievementof
differentiation) Toprovide overallexpectationsat
Toprovide descriptivefeedback agivenpointintime
descriptivefeedback topeersandself(peer Asevidenceto
tostudents(whatthey andselfassessment) supportprofessional
aredoingwell,what Goalistobecome judgment
needsimprovement reflective,self
andhowtoimprove) monitoringlearner
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.