1. • Watch Rick Stiggins
Video

2. ASSESSMENT OF LEARNING AND
ASSESSMENT FOR LEARNING
Crucial Distinction
Assessment of Learning
How much have students learned
as of a particular point in time?
Assessment for Learning
How can we use assessment to
help students learn more?

3. ASSESSMENT OF LEARNING AND
ASSESSMENT FOR LEARNING
Effect of Previous
Practices: rank students
on achievement by
graduation
New Expectation: Assure
competence in Math,
Reading, Writing, etc.
• Implications?
Assessment and grading
procedures should help
students succeed.

4. ASSESSMENT FOR LEARNING
• We need to close the gap between
standards and students
competencies
• Risk: our society will be unable to
productively evolve in social and
economic sense.
• Assessment is a tool to ensure
student mastery of essential
standards.

5. ASSESSMENT FOR LEARNING
• Mistaken beliefs about how
to use assessment to
support school
improvement:
1.High-stakes tests are good for
all students because they
motivate learning
2.If I threaten to fail you, it will
cause you to try harder
3.If a little intimidation doesn’t
work, use a lot of intimidation

6. MISTAKEN BELIEFS
4. The way to maximize learning is to
maximize anxiety
5. It is the adults who use assessment
results to make the most important
instructional decision.

7. MISTAKEN BELIEFS
PROFOUND MISTAKE
Teachers and leaders don’t need to
understand sound assessment practices –
the testing people will take care of us.
COUNTER BELIEF
They do need to understand sound
assessment practices.

8. • Assessment Crisis: The Absence Of
Assessment FOR Learning
• By Rick Stiggins

9. • School improvement requires:
– the articulation of higher achievement
standards,
– the transformation of those expectations into
rigorous assessments, and
– the expectation of accountability on the part of
educators for student achievement, as
reflected in test scores.

10. • When they assess for learning, teachers
use the classroom assessment process
and the continuous flow of information
about student achievement that it provides
in order to advance, not merely check on,
student learning.

11. • understanding and articulating in advance of
teaching the achievement targets that their
students are to hit;
• informing their students about those learning
goals, in terms that students understand, from
the very beginning of the teaching and learning
process;
• becoming assessment literate and thus able to
transform their expectations into assessment
exercises and scoring procedures that
accurately reflect student achievement;

12. • using classroom assessments to build students’
confidence in themselves as learners and help
them take responsibility for their own learning,
so as to lay a foundation for lifelong learning;
• translating classroom assessment results into
frequent descriptive feedback (versus
judgmental feedback) for students, providing
them with specific insights as to how to improve;

13. • continuously adjusting instruction based on the
results of classroom assessments;
• engaging students in regular self-assessment,
with standards held constant so that students
can watch themselves grow over time and thus
feel in charge of their own success; and
• actively involving students in communicating
with their teacher and their families about their
achievement status and improvement.