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Take the confusion out of assessment, and make it work to enhance the learning process--every day!

Assessment and evaluation are central to educational reform, and they represent major shifts in thinking about learning, about schools, and about teaching. Assessment as Learning represents one of these crucial changes, but it encompasses more than just using a variety of new techniques. The concept of Assessment as Learning allows teachers to use their judgment about children′s understanding to inform the teaching process and to determine what to do for individual children.

This timely resource takes the mystery and confusion out of assessment by reframing its purpose in student evaluation and learning. It will provide teachers and school and district administrators with:

Mechanisms for effective use of assessment as learning in a variety of contexts Compelling, real-life examples and case studies drawn from the author′s own experiences Sample rubrics and lesson plans as well as "Ideas for Follow-up" at the end of each chapter An understanding of the possible confusion surrounding assessment and its place in the learning process A detailed discussion of the changing role of schooling and our increasing knowledge about the complex nature of learning

Learn to embrace assessment, not just as a tool for student evaluation, but as a valuable strategy for everyday classroom learning.

Tabla de contenidos provista por Syndetics

• Series Editors' Introduction
• Preface
• About the Author
• 1 The Evolution of Assessment
• "The Case of Standards-Based Assessment"
• Defining the Future
• Ideas for Follow-Up
• 2 Rethinking Assessment
• A Brief History of Assessment
• Looking for Change in All the Wrong Places
• Rethinking Assessment for Real Change
• Purpose is Everything
• Taking Up the Challenge
• Classroom Assessment and Large-Scale Reform
• Ideas for Follow-Up
• 3 Assessment of Learning, for Learning, and as Learning
• Assessment of Learning
• Assessment for Learning
• Assessment as Learning
• Getting the Balance Right
• Ideas for Follow-Up
• 4 A Focus on Learning
• Learning for Understanding
• Learning Is Hard Work
• Learning Happens in Context
• Ideas for Follow-Up
• 5 Assessment and Learning
• How Does Assessment Contribute to Learning?
• This is Not Just About Assessment
• Ideas for Follow-Up
• 6 Using Assessment to Identify What Students Believe to Be True
• "The Case of the Pool Table"
• Start With What Students Believe to Be True
• "The Case of the Bog"
• Ideas for Follow-Up
• 7 Using Assessment to Motivate Learning
• Assessment That Motivates
• "The Case of Othello"
• Assessment to Reverse Socialization
• Ideas for Follow-Up
• 8 Using Assessment to Make Connections
• Curricula as Visible Targets for Learning
• Plan Learning, Plan Assessment, and Expect the Unexpected
• "The Case of the Literacy Hour"
• Differentiation
• Ideas for Follow-Up
• 9 Using Assessment to Extend Learning
• Feedback for Learning
• Rubrics and Exemplars as Tools
• "The Case of the Brass Band"
• Ideas, Connections and Extensions (ICE)
• Ideas for Follow-Up
• 10 Using Assessment for Reflection And Self-Monitoring
• "The Case of Jojo"
• Students as Their Own Best Assessors
• Developing Self-Evaluation Habits of Mind
• "The Case of Choices"
• Ideas for Follow-Up
• 11 Using Assessment for Optimum Learning
• Think About What You Believe to Be True
• Learn About Learning
• Know Your Subject
• Be an Expert Teacher
• Work Together
• Be Gentle With Yourself, But Don't Give Up
• Self-Monitoring and Self-Development for You, Too
• Get the Support You Need
• Put It All Together
• References
• Index

Notas de autor provistas por Syndetics

Lorna M. Earl is a director of Aporia Consulting Ltd. and a retired associate professor from the Department of Theory and Policy Studies at the Ontario Institute for Studies in Education of the University of Toronto. She was the first director of assessment for the Ontario Education Quality and Accountability Office, and she as been a researcher and research director in school districts for over 20 years. Throughout her career, Earl has concentrated her efforts on policy and program evaluations as a vehicle to enhance learning for pupils and for organizations. She has done extensive work in the areas of literacy and the middle years, but has concentrated her efforts on issues related to evaluation of large-scale reform and assessment (large-scale and classroom) in many venues around the world. She has worked extensively in schools and school boards, and has been involved in consultation, research, and staff development with teachers' organizations, ministries of education, school districts, and charitable foundations. Earl holds a doctorate in epidemiology and biostatistics, as well as degrees in education and psychology.