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Comes from the Latin verb assidere meaning to sit with. In assessment, one should sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998)
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Useful quotes
Formative assessment uses evidence about achievement to adapt instruction to meet learner needs. (Wiliam, 2008)
Assessment for the purpose of improving student learning is best understood as an ongoing process that arises out of the interaction between teaching and learning. (NZC, 2007) Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what theyre currently doing. (Popham, 2008)
Students who have well developed assessment capabilities are able and motivated to access, interpret, and use information from quality assessment in ways that affirm or further their learning. (Directions for Assessment in New Zealand, 2009)
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In summary
The findings of Black & Wiliam indicate that the most significant learning gains occur when teachers and students work collaboratively to address learning needs.
To maximise achievement, it is critical that assessment information is used with students so that they understand and have a sense of ownership of their learning.
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Sharing assessment results with students and constructing clear and accessible learning goals with them
Clarifying or co-constructing learning outcomes and ensuring that students understand them
Involving students in self and peer assessment and giving them opportunities to reflect on their learning.
Providing feedback that helps students recognise their next steps and how to take them.
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Self-evaluation
Rate yourself from: 5 I do this consistently well, to: 0 I dont do this at all
Do you have confidence that every student in your class can improve? How well do you:
Create a learning environment in your classroom? Share achievement information with students and co-construct clear learning goals with them? Use assessment information to feed back into teaching? Clarify learning outcomes with students?
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Assessment references
Absolum, M., Flockton, L., Hattie, J., Hipkins, R., &Reid, I. (2009) Directions for Assessment in New Zealand. http://www.tki.org.nz/r/assessment/research/mainpage/directions/ Absolum, M. (2006). Clarity in the Classroom. Auckland: Hodder Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5 (1), 774. Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils learning in the primary classroom. London: Hodder and Stoughton. Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment: Practical strategies for enhancing pupils learning in the primary and intermediate classroom (New Zealand ed.). Auckland: Hodder Moa Beckett. Gipps, C., McCallum, B., & Hargreaves, E. (2000). What makes a good primary school teacher? London: Routledge Falmer. Green, J. M. (1998, February). Constructing the way forward for all students. A speech delivered at Innovations for Effective Schools OECD/New Zealand joint follow-up conference, Christchurch, New Zealand.
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Assessment references
Harlen, W. (1998) Classroom assessment: A dimension of purposes and procedures. In K. Carr (Ed.), SAMEpapers (pp. 7587). Hamilton, New Zealand: Centre for Science, Mathematics and Technology Educational Research, University of Waikato. Harlen, W. (2006) On the Relationship between Assessment for Formative and Summative Purposes. In J. Gardner (Ed), Assessment and Learning (p. 104). London: Sage Publications Ltd Hattie, J. (1999, August). Influences on student learning. Inaugural lecture: Professor of Education, University of Auckland. New Zealand Curriculum On-line: http://nzcurriculum.tki.org.nz/ Popham, W.J. (2008). Transformative Assessment (p.7). Virginia, USA: ASCD Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 11944.
Wiliam, D (2008, August). When is assessment learning-oriented? A presentation delivered at 4th Biennial EARLI/Northumbria Assessment Conference, Potsdam, Germany
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