ASSESSMENT FOR LEARNING. 10 PRINCIPLES. RESEARCH-BASED PRACTICES THAT GUIDE CLASSROOM PRACTICE

Document Reflection

http://www.assessment-reform-group.org/CIE3.PDF

Assessment Reform Group. (2002). Assessment for Learning: 10 Principles. Research-

based practices to guide classroom practice.  Available at http://www.assessment-reform-group.org  Retrieved on June 20, 2011.

I’ve selected the reference guide, Assessment for Learning: 10 Principles. Research-based practices to guide classroom practice as an artefact in my blogbook because I was interested in learning more about assessment for learning after the sharing of ‘our best assessment story’ in class. I also wished to learn about the most effective way and means by which I could implement assessment for learning in my classroom.  I found this short reference document to be invaluable because it provides a guide to classroom practices that are research-based.  As a teacher, I have a professional responsibility to practice assessment for learning because it is outlined in the Growing Success document, and most importantly, it offers a form of accountability that is much more effective at ensuring growth and improved performance in students than outcomes-based testing.  This reference tool is helpful because it presents the following research-based guidelines to implementing assessment for learning, which include the following:

• Assessment for learning is part of effective planning
• Assessment for learning focuses on how students learn
• Assessment for learning is central to classroom practice
• Assessment for learning is key to professional skill
• Assessment for learning is sensitive and constructive
• Assessment for learning fosters motivation
• Assessment for learning promotes understanding of goals and criteria
• Assessment for learning helps learners know how to improve
• Assessment for learning develops the capacity for self-assessment
• Assessment for learning recognizes all educational achievement

           I found the document’s suggestion that assessment for learning should be part of effective planning and teaching to be of particular importance.  From my own personal experience, I recognize that assessment for learning cannot be implemented neither adequately nor effectively without substantial planning.  The practice of assessment for learning requires significant lesson planning if it will enable the teacher to obtain information that will allow both the teacher and student to set future goals.

            The guide also made a significant point in suggesting that teachers need professional knowledge and skills in order to plan for assessment, observe learning, analyze and interpret evidence, and give feedback and support to learners.  According to the guide, teachers should be supported through ongoing professional development.  Unfortunately, I have not found enough professional development opportunities, which would help me to develop my assessment for learning skills.  I’ve had couple of PLC’s which have examined assessment for learning; however, they have not been implemented in any significant or meaningful way to create a capacity for learning or to improve student learning through this form of assessment. I hope to further examine documents such as this one to acquire a greater knowledge and understanding of this assessment practice.