Assessment as Learning Using Classroom Assessment to Maximize Student Learning

ISBN-10: 1452242976

ISBN-13: 9781452242972

Edition: 2nd 2013

Authors: Lorna M. Earl

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This is a book for teachers and school leaders on formative assessment-i.e., assessment as learning-where assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them.Defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. Addresses assessment in the context of what learning is Shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning Explores how teachers can make the shift to formative assessment by engaging in conceptual change
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Book details

List price: $31.95
Edition: 2nd
Copyright year: 2013
Publisher: Corwin Press
Publication date: 12/4/2012
Binding: Paperback
Pages: 160
Size: 7.00" wide x 9.75" long x 0.50" tall
Weight: 1.012
Language: English

Lorna M.nbsp;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.

About the Author
The Promise and Challenge of Classroom Assessment
The Educational World Has Changed
The Power of Classroom Assessment
Why a Second Edition?
The Case of Understanding Mathematics Learning and Assessment
Using This Book
Ideas for Follow Up
Situating Assessment Changes
A Brief History of Assessment
Looking for Change in all the Wrong Places
Rethinking Assessment for Real Change
Purpose Is Everything
Classroom Assessment and Large-Scale Reform
Taking Up the Challenge
Ideas for Follow Up
Assessment of Learning, for Learning, and as Learning
Assessment for Learning
Assessment as Learning
Assessment of Learning
Getting the Balance Right
Ideas for Follow Up
Spotlight on Learning
Learning Makes Us Human
How People Learn
Learning for Understanding
Learning Is Hard Work
Learning Happens in Context
Ideas for Follow Up
Assessment and Learning
The Contribution of Classroom Assessment to Learning
Assessment as an Integral Part of Teaching and Learning
Realizing the Power of Assessment to Optimize Learning
Ideas for Follow Up
Using Assessment to Identify What They Believe Is True
The Case of the Pool Table
Start With What They Believe Is True
The Case of the Bog
Ideas for Follow Up
Using Assessment to Motivate Learning
Assessment That Motivates
The Case of Othello
Assessment to Reverse Socialization
Ideas for Follow Up
Using Assessment to Make Connections
Curriculum as Visible Targets for Learning
Plan Learning, Plan Assessment, and Expect the Unexpected
The Case of Planned Literacy Learning
Ideas for Follow Up
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
Using Assessment for Reflection and Self-Regulation
The Case of Jojo
Students as Their Best Assessors
Developing Self-Regulating Habits of Mind
The Case of Choices
Ideas for Follow Up
Getting to Assessment for Optimum Learning
It's About Learning and It's About Time
The Spirit of Assessment for Learning Requires Conceptual Change
Think About What You Believe Is True
Learn About Learning
Know Your Subject
Be an Expert Teacher
Work Together in Collaborative Inquiry
Don't Give Up, But Be Gentle With Yourself
Self-Regulation for You Too
Get the Support You Need
Put It all Together
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