What's New - December 2006

Assessment for Learning

Alberta Education
http://www.education.gov.ab.ca

The Alberta Education web site offers some specific resources to help teachers improve student learning through assessment for learning. For example:

• French as a Second Language, Implementation Guide, Chapter 8, Classroom Assessment (see http://www.education.gov.ab.ca/French/FSL/implGuides/4_6/chap8.pdf). This chapter compares 'assessment for learning' and 'assessment of learning', provides research-based evidence to support the positive impacts of formative assessment, and provides a planning guide (Ruth Sutton's "ten steps to heaven") for assessment for learning. The chapter further describes the importance of teacher intent in determining the purpose for assessments, answers the why, what, when and how questions around classroom assessment, describes critical factors when developing an effective assessment program, and offers several strategies for student-centered, teacher-centered, and performance assessments.
  
  
• Our Words, Our Ways: Teaching First Nations, Métis and Inuit Learners, Chapter 6, Assessment: Authentic reflections of important learnings (see http://www.education.gov.ab.ca/k_12/curriculum/OurWords/o07.pdf). This chapter helps teachers: understand the cultural implications of classroom assessment and grading practices; recognize the ways that culturally appropriate assessment can support the learning success of Aboriginal students; and develop multiple approaches to assessment that will support the learning needs and strengths of Aboriginal students.
  
  

Alberta Assessment Consortium (AAC)
http://www.aac.ab.ca

AAC defines assessment for learning as "assessment experiences that result in an ongoing exchange of information between students and teachers about student progress toward clearly specified learner outcomes (also called diagnostic and formative assessment; refers to information not used for grading purposes)." The AAC web site offers several resources to assist educators in the area of assessment for learning, including questions and answers, an assessment glossary, several assessment materials (for members only as well as materials in the public domain), professional publications, professional development opportunities, and literature and research. Some specific resources are listed below.

• The Power of Assessment FOR Learning: FINAL REPORT, Implementation Study-Improving Student Performance Through Classroom Assessment (Phase One), January 2003 (http://www.aac.ab.ca/public/PowerofAssessment.doc) This report provides a literature review of teacher attitudes and beliefs about classroom assessment, and an overview of the principles of sound classroom assessment practices. It also discusses the Teaching Quality Standard in Alberta, teacher preparation programs, professional development related to assessment and the role of classroom assessment in the Alberta curriculum. The findings of action research in the area of classroom assessment and a list of recommendations for action are also included.
  
  
• Refocus: Looking at Assessment FOR Learning (Second Edition, 2005) To order a copy, visit http://www.aac.ab.ca/order.html.
  
  
• The ASCD (Association for Supervision and Curriculum Development) Assessment Framework (See http://www.aac.ab.ca/public/ASCD.doc)
  
  

Alberta Regional Consortia
http://www.arpdc.ab.ca/initiatives.html

The Alberta Regional consortia offers a series of workshops on assessment for learning. To learn more contact Val Oleshky at voleshky@ualberta.ca.

Assessment and Learning
(Edited by John Gardner, Sage, 2006, ISBN 1-4129-1051-X)

This book's eleven chapters provide information about the practice, theory, issues and policies related to using assessment to help and report learning. A list of the each chapter and its author follows:

• Assessment and Learning: An Introduction (John Gardner)
  
  
• Chapter 1 Assessment for Learning in the Classroom (Paul Black and Dylan Wiliam)
  
  
• Chapter 2 Professional Learning as a Condition for Assessment for Learning (Mary James and David Pedder)
  
  
• Chapter 3 Assessment, Teaching and Theories of Learning (Mary James)
  
  
• Chapter 4 The role of Assessment in Developing Motivation for Learning (Wynne Harlen)
  
  
• Chapter 5 Developing a Theory of Formative Assessment (Paul Black and Dylan Wiliam)
  
  
• Chapter 6 On the Relationship between Assessment for Formative and Summative Purposes (Wynne Harlen)
  
  
• Chapter 7 The Reliability of Assessments (Paul Black and Dylan Wiliam)
  
  
• Chapter 8 The Validity of Formative Assessment (Gordon Stobart)
  
  
• Chapter 9 Constructing Assessment for Learning in the UK Policy Environment (Richard Daugherty and Kathryn Ecclestone)
  
  
• Chapter 10 Assessment for Learning: Why No Profile in US Policy? (Dylan Wiliam)
  
  
• Chapter 11 Policy and Practice in Assessment for Learning: the Experience of Selected OECD Countries (Judy Sebba)
  
  
• Assessment for Learning: A Compelling Conceptualization (John Gardner)

Assessment for Learning
http://cms.curriculum.edu.au/assessment

The Assessment for Learning web site was developed by the Curriculum Corporation, Australia on behalf of the education departments of the States, Territories and Commonwealth of Australia. It provides annotated links to articles, books, rubrics, web sites, and information about student self-assessments, effective feedback, strategic questioning, and learning styles. Some resources that may be of interest include:

• Assessment for Learning: Putting it into practice (Black, Harrison, Lee, Marshall, and Wiliam, Open University Press, 2003)
  
  This book is based on a two-year project involved thirty-six teachers in the UK. It provides a brief review of the background research and the project, then goes on to describe, in the teachers' own words, the specific practices which they found valuable.
  
  
• Assessment for Learning: Beyond the Black Box
  (Assessment Reform Group, University of Cambridge School of Education, 1999) http://k1.ioe.ac.uk/tlrp/arg/AssessInsides.pdf

  This pamphlet (see below for the original article entitled: Inside the Black Box: Raising Standards Through Classroom Assessment (1998)) was written to help teachers use assessment, as part of teaching and learning, in ways that raise students' achievement. It summarizes the characteristics of assessment that promote learning as follows:

  • assessment is an essential part of and embedded in teaching and learning;
    
    
  • it involves sharing learning goals with students;
    
    
  • it aims to help students to know and to recognize the standards they are aiming for;
    
    
  • it involves students in self-assessment;
    
    
  • it provides feedback which leads to students recognizing their next steps and how to take them;
    
    
  • it is underpinned by confidence that every student can improve; and
    
    
  • it involves both teachers and students reviewing and reflecting on assessment data.

Assessment for Learning (AfL), Qualifications and Curriculum Authority
http://www.qca.org.uk/7659.html

The 'assessment for learning' portion of the Qualifications and Curriculum Authority (QCA) web site offers information including:

• A description of the ten principles of assessment for learning (see the descriptions and poster at http://www.qca.org.uk/907.html);
  
  
• A description of the key characteristics of assessment for learning (including using effective questioning techniques, using marking and feedback strategies, sharing learning goals, peer and self-assessment) (see http://www.qca.org.uk/296.html);
  
  
• A checklist (see http://www.qca.org.uk/295.html) that supports teachers and schools implement assessment for learning. The checklist describes what one might see in terms of student behaviours and skills, what actions teachers need to take, what plans teachers need to make, and what school environments need to look like.

Note: The QCA is a non-departmental public body in the United Kingdom, sponsored by the Department for Education and Skills (DfES). It is governed by a board, whose members are appointed by the Secretary of State for Education and Skills, and managed on a day-to-day basis by an executive team.

Assessment is for Learning (AifL)
http://www.ltscotland.org.uk/assess/for/index.asp

The AifL web site is hosted by Learning and Teaching Scotland, an organization that works with the Scottish Executive and education authorities to advance the national improvement agenda. It offers educator self-assessments, case studies, further reading lists, and a glossary, all of which are organized according to the following four key features of assessment for learning:

1. High quality interactions
   Classroom assessment involves high quality interactions, based on thoughtful questions, careful listening and reflective responses (see http://www.ltscotland.org.uk/assess/for/keyfeatures/highquality interactions.asp).
   
   
2. Involving pupils in their learning
   Pupils and staff are fully involved in deciding next steps in their learning and identifying who can help (see http://www.ltscotland.org.uk/assess/for/keyfeatures/involvement.asp).
   
   
3. Feedback
   Pupils and staff are given timely feedback about the quality of their work and how to make it better (see http://www.ltscotland.org.uk/assess/for/keyfeatures/feedback.asp).
   
   
4. Sharing criteria
   Pupils, staff and parents are clear about what is to be learned and what success would be like (see http://www.ltscotland.org.uk/assess/for/keyfeatures/sharingcriteria.asp).

Inside the Black Box: Raising Standards Through Classroom Assessment, 1998 (Paul Black and Dylan Wiliam)
© 1998 Phi Delta Kappa International
http://www.pdkintl.org/kappan/kbla9810.htm

This article describes the research basis that confirms the value of assessment for learning and identifies specific practices.

Making Classroom Assessment Work (Davies, Connections Publishing, 2000)
Davies' book identifies key decision points in planning and carrying out classroom assessment that supports learning. It provides practical information about building a foundation for learning, using assessment to guide instruction (beginning with the end in mind), and collecting, organizing and presenting evidence of learning. This book is available from Connections Publishing, 2449D Rosewall Crescent, Courtenay, British Columbia (phone 800.603.9888).

Rethinking Classroom Assessment with Purpose in Mind, Western and Northern Canadian Protocol for Collaboration in Education, 2006
http://www.wncp.ca/assessment/rethink.pdf

Rethinking Classroom Assessment with Purpose in Mind (2006) was "designed to support teachers in assessing their students effectively, efficiently, and fairly, and to serve as a basis for designing professional learning." This document was produced by the Western and Northern Canadian Protocol for Collaboration in Education and is concerned with classroom assessment, not large scale assessment. It can be used as a framework for thinking by teachers, administrators and professional development providers as together they develop and use assessment in their classrooms to differentiate and facilitate learning for all students.

Chapter 3 is devoted to the topic of assessment for learning. This chapter defines assessment for learning, discusses the teacher's role in assessment for learning, and describes how teachers should plan assessment for learning by answering questions such as why assess?, assess what?, and what methods should be used? Case studies from participating jurisdictions are included. This document is also available in French (see Repenser l'évaluation en classe en fonctiondes buts vises at http://www.wncp.ca/assessment/rethink_fr.pdf).

The Association for Achievement and Improvement through Assessment (AAIA)
http://www.aaia.org.uk

Founded in 1990 in the United Kingdom, the AAIA aims to promote student achievement through the development of effective assessment practice. It works at a national level to influence policy developments, and at regional and local levels to promote good practice within schools.

The AAIA web site offers links to a range of materials and web sites that promote assessment as a collaborative process that encourages independent and motivated learners. See http://www.aaia.org.uk/assessment.asp for a list of these links.

One of the resources offered is a printable brochure, found at http://www.aaia.org.uk/pdf/AFL_10principlesARG.pdf, which provides a clear and concise graphic of research-based principles of assessment for learning (i.e., assessment for learning: 1. is part of effective planning; 2. focuses on how students learn; 3. is central to classroom practice; 4. is a key professional skill; 5. is sensitive and constructive; 6. fosters motivation; 7. promotes understanding of goals and criteria; 8. helps learners know how to improve; 9. develops the capacity for self-assessment; and 10. recognizes all educational achievement).