Promoting Assessment As Learning

Promoting Assessment as Learning sets out to re-examine the relationship between assessment and learning in the classroom. It argues that assessment is an important part of pupil learning, and needs to be understood by pupils in order to help them make judgements about their own progress. This timely book explores the theories of learning and assessment within the context of national tests and also through the theme of self-assessment. It offers practical approaches to help teachers translate national policy into meaningful classroom practice, and suggests ways to help pupils develop their own assessment skills through a process of consolidation, reflection and revision. This book will appeal to new and practising primary school teachers and headteachers and those on in-service courses. It will also be of interest to students on initial teacher training and higher degree courses.

Using clear explanations and cases, this must-have resource shows how formative assessment can improve student learning. Included are lesson plans and ideas for easy implementation.

For years, educators have turned to the Hess Cognitive Rigor Matrices (CRM) when it comes to assessment. Now for the first time, the modules are packaged into one resource to help teachers evaluate the quality and premise of their current assessment system.

Using assessment systems to improve student outcomes requires shared understanding and collaboration among education stakeholders at multiple levels. Assessment Education: Bridging Research, Theory, and Practice to Promote Equity and Student Learning presents a powerful call to action for an assessment system that advances equity and offers educators practical applications that promote sound instructional decision making. Each section outlines a research-based approach that supports classroom teaching and student learning. We then draw on the expertise of various education leaders (most notably members of the National Taskforce on Assessment Education) to provide case studies of on-the-ground examples of what these strategies look like in different settings. Every chapter includes stories from the field from various perspectives—teachers, principals, district administrators, and other educational leaders. We conclude with reflection questions that provide an opportunity for readers to examine how the chapter connects to their own context.

This book is based on the argument that detailed and developmental formative feedback is the single most useful thing teachers can do for students. It helps to clarify the expectations of higher education and assist all students to achieve their potential. This book promotes student learning through formative assessment and feedback, which: enables self-assessment and reflection in learning encourages teacher-student dialogue helps clarify what is good performance provides students with quality information to help improve their learning encourages motivation and self-confidence in students aids the teacher in shaping teaching Underpinned by the relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively and shows teachers how they can provide further useful formative feedback.

Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. --from publisher description

This document is intended to inform discussion among Manitoba educators regarding the effective use of assessment processes to facilitate learning for all students.