Staying Focused on Assessment
We haven’t posted in some time. Not because we didn’t want to, but rather, we weren’t sure exactly what to
Category: Learner Autonomy
Self and Peer Assessment: Empowering Learners
“Getting children to reflect on progress themselves, to climb to the ‘high ground’ from which they can survey their own
Enacting AfL means changing the roles of educators and students (Part 5)
‘Don’t smile until Christmas!” was well-meaning advice given to me many years ago. In my teacher training, and early in
Enacting AfL means changing the roles of educators and students (Part 4)
Research and experience show that assessment for learning (AfL) can have a significant positive impact on learning. Notice we said
Enacting AfL means changing the roles of educators and students (Part 3)
My children tell me I’m a bit of a ‘control freak’. Personally, I don’t agree. Doesn’t everyone insist that towels
Enacting Assessment for Learning means changing the roles of educators and students (Part 2)
To harness the power of assessment to improve learning, you must examine and possibly reconsider your role and how you see your relationship with your students.
Enacting AfL means changing the roles of educators and students (Part 1)
“…we need to transform our assessment and instructional practices, and that means that we need to be open to considering our role in the classroom differently.”
Changing how we think about assessment – Teaching students how to learn
“…the most empowering and loving thing we can do is help students learn how to learn for themselves.” (Jackson, 2009)
Changing how we think about assessment – Becoming partners in learning
Who decides what is being assessed, when assessment happens, what criteria are being used to determine progress, and what the format of the assessment will be?
HARNESSING THE POWER OF ASSESSMENT 