By Dany Laveault, Linda Allal
This booklet offers new views on evaluation for studying (AfL), at the demanding situations encountered in its implementation, and at the diversified methods of assembly those demanding situations. It brings jointly contributions from authors operating in a variety of academic contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the us. It displays the problems, options, and significant reflections which are rising in an increasing overseas community of researchers, specialist improvement services, and coverage makers, all of whom paintings heavily with lecture room lecturers and college leaders to enhance the evaluate of scholar learning.
The idea of review for studying, at first formulated in 1999 via the review Reform staff within the uk, has encouraged new methods of conceiving and training school room evaluate in schooling platforms worldwide. This booklet examines review for studying in a vast viewpoint including various methods to formative evaluation (some emphasizing instructor intervention, others scholar involvement in assessment), in addition to a few varieties of summative evaluate designed to help scholar studying. the point of interest is on review in K-12 study rooms and at the carrying on with expert studying of lecturers and faculty leaders operating with those classrooms.
Readers of this quantity will come upon good documented bills of AfL implementation throughout a wide spectrum of stipulations in numerous international locations and thereby gather larger figuring out of the demanding situations that emerge within the transition from idea and coverage to school room perform. they are going to additionally find a wealth of principles for imposing overview for studying in an efficient and sustainable manner. The chapters are grouped in 3 components: (1) evaluation coverage Enactment in schooling structures; (2) specialist improvement and Collaborative studying approximately review; (3) overview tradition and the Co-Regulation of studying. An advent to every half offers an outline and offers the feedback and suggestions formulated within the chapters.
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Additional resources for Assessment for Learning: Meeting the Challenge of Implementation
6 Assessment for What Type of Learning? One difference between assessment of learning (or summative assessment) and assessment for learning (or formative assessment) has to do with the degree of ‘elaborateness’ of assessment categories (Taras 2005). Let us take, as an example, one of the learning expectations in the area of writing (grade 4) from the Language curriculum of Ontario (Ministry of Education of Ontario 2006): Organizing Ideas. , generalization with supporting information, cause and effect).
2003). They allow information from formative assessment to be taken into account in determining a summative assessment and, reciprocally, to use summative information in a formative manner to support learning (as suggested in Fig. 1). • Tasks may also be designed to determine students’ degree of conﬁdence in their own learning achievements (Leclercq 1993). Collecting information on students’ conﬁdence levels may help determine the extent they are able to set realistic goals, monitor their progression, critically reflect on their performance and seek help when they need it.
Shepard, L. (2005, October). Formative assessment: Caveat emptor. Paper presented at the Educational Testing Service Invitational Conference, New York, USA. Smith, J. , & Smith, L. F. (2014). Developing assessment tasks. In C. Wyatt-Smith, V. Klenowski, & P. ), Designing Assessment for Quality Learning (pp. 123–136). Dordrecht: Springer. Stiggins, R. (2008). Assessment manifesto: A call for the development of balanced assessment systems. Portland, OR: ETS Assessment Training Institute. Taras, M.