Saturday, January 18, 2014

Rethinking Classroom Assessment with Purpose in Mind

Classroom-based assessment has tremendous potential to enhance student learning. When assessment is designed with purpose in mind, learning for all students can improve.

The document I would like to share with you all identifies three purposes of classroom assessment: assessment for learning, assessment as learning, and assessment of learning.

Some readers may be more familiar with frameworks that use only two categories: assessment for learning and assessment of learning. In those frameworks, the category of assessment for learning would include ideas related to both the assessment for and assessment as learning categories described in this document.

The category of assessment as learning is included to highlight the importance of the self-monitoring processes students use during learning, which has great potential to empower learners and foster ongoing learning.

Rethinking Classroom Assessment with Purpose in Mind is intended to provide a framework for extending thinking, to confirm and to guide changes in effective assessment practices, and to foster professional learning. While this resource offers some common vocabulary for assessment, its focus is on ideas, rather than labels, that teachers can reflect on, discuss, and try out in classrooms. The document contains highlights from current research, descriptions of assessment processes that enhance learning, case studies from classrooms, and suggestions for professional dialogue and collaboration.

2006 Manitoba Education, Citizenship and Youth in collaboration with its partners in the Western and Northern Canadian Protocol for Collaboration in Education (WNCP).

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