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Seven Strategies of Assessment for Learning

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paulette alcox

on 7 November 2013

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Transcript of Seven Strategies of Assessment for Learning

Closing the Gap
Design lessons to focus on one learning target or aspect of a quality.
Seven Strategies of Assessment for Learning
Assessment as partnership
Provide students with a clear and understandable vision of the learning target.
Learning Goals
Descriptive Teacher Feedback
Peer Assessment
Self Assessment
Goal Setting
Teach Students to self-assess and set goals.
The Seven Fundamental Principles of Assessment and Evaluation
This is challenging
This is going well
When teachers join forces with their students in the formative assessment process, their partnership generates powerful learning outcomes.
Teachers become more effective, students become actively engaged, and they both become intentional learners.
Ongoing descriptive feedback linked specifically to the learning goals and success criteria is a powerful tool for improving student learning and is fundamental to building a culture of learning within the classroom.
-Growing Success, 2010, p.34
Unit Goal:
Over the next 4-6 weeks
Based on a cluster of specific expectations, overall expectations, process expectations, possibly cross-curricular
Measured by ongoing formative assessment, and ultimately by culminating tasks- summative
Typically, a big idea focus or a unit goal
Two types of learning goals
Daily/ Lesson focus Goal:
aka “WALT” What are we learning today?
Based on a scaffolded step of the unit goal
Measured through formative assessment
(exit card/ observation/ conversation/ student product)
Success Criteria
Clearly identifies what is to be learned
Linked to the curriculum document (I.e., overall and specific expectations, the achievement chart, process skills)
Connected to a meaningful big idea
Can be scaffolded into steps
Criteria and Requirements for an
Effective Learning Goal
Clear, concise
Student friendly, grade appropriate
Verbs describe specific, observable actions
Stated from a student perspective
Success criteria describe in specific terms what successful attainment of the learning goals looks like…
Teachers can ensure that students understand the success criteria by using clear language that is meaningful to the students and by directly involving them in identifying, clarifying, and applying those criteria in learning.
-Growing Success (2010), p. 33
The purpose of providing feedback is to reduce the gap between a student’s current level of knowledge and skills and the learning goals.

Descriptive feedback helps students learn by providing them with precise information about what they are doing well, what needs improvement, and what specific steps they can take to improve.
Growing Success, 2010, p. 34
Butler and Winnie’s (1995) research review showed that both external feedback (such as teacher feedback) and internal feedback (such as student self-evaluation) affect student knowledge and beliefs. Together they help students with self-regulation: deciding on their next learning goals, devising tactics and strategies to reach them, and producing work. Teacher feedback is input that, together with students’ own internal input, will help the students decide where they are in regard to the learning goals they need or want to meet and what they will tackle next.

Sue Brookhart,
Offer regular descriptive feedback
Students can hit any target they can see and that holds still for them! ( Stiggins, pg. 129)
Use examples and models of strong and weak work.
Co-creating Success Criteria
The Good, the Bad and...
Uncover the criteria using good examples and bad examples
Example #1
Example #2
Example #3
Example #4
Tap into the existing knowledge
Uncover the criteria by discussing what they already know or what they have learned at the end of an experience.
Use an existing rubric/ checklist
Students re-phrase the criteria in their own words or ask clarifying questions.
Teach student focused revision.
Engage students in self-reflection and let them keep track of, and share their learning.
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