10 Principles of Assessment
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- Date Submitted: 03/18/2016 01:08 PM
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10 principles for assessment for learning
1. Assessment for learning should be part of effective planning of teaching and learning
A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned.
• Lesson planning
• Lesson plans with a clear aim and objectives
• Detailed differentiation personalising to the individual learners
• Detailed schemes of work
2. Assessment for learning should focus on how students learn
The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'.
• Formative assessment according to learner’s style of learning
• Re-capping previous learning and linking to the next series of learning
• Teachers knowing their learners looking at initial assessment data and learning style data
• Focus on one to one tutorials to scaffold the learning in a personalised way
3. Assessment for learning should be recognised as central to classroom practice
Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved. These assessment processes are an essential part of everyday classroom practice and involve both teachers and learners in reflection, dialogue...
1. Assessment for learning should be part of effective planning of teaching and learning
A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned.
• Lesson planning
• Lesson plans with a clear aim and objectives
• Detailed differentiation personalising to the individual learners
• Detailed schemes of work
2. Assessment for learning should focus on how students learn
The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'.
• Formative assessment according to learner’s style of learning
• Re-capping previous learning and linking to the next series of learning
• Teachers knowing their learners looking at initial assessment data and learning style data
• Focus on one to one tutorials to scaffold the learning in a personalised way
3. Assessment for learning should be recognised as central to classroom practice
Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved. These assessment processes are an essential part of everyday classroom practice and involve both teachers and learners in reflection, dialogue...