“…assessment which is explicitly designed to promote learning is the single most powerful tool we have for both raising standards and empowering lifelong learners.” Assessment for Learning: Beyond the Black Box, 1999, University of Cambridge School of Education “Our goal is for our students to be lifelong learners. We should model what that looks like.”

Talk About Assessment Looking at the Big 8 Ideas around Assessment

Get out of the way, Sid!!!

Assessment and Instruction… In your PLC’s, brainstorm ideas around what we know about “effective assessment and instruction”.

The Big Ideas around Assessment… Match your ideas with the same or similar ideas presented by Cooper. The Big IdeasMy Big IdeasNotes from the video 1.Assessment serves different purposes at different times; it may be used to find out what students already know and can do; it may be used to help students improve their learning; or it may be used to let students, and their parents, know how much they have learned within a prescribed period of time. 2.Assessment must be planned, purposeful, and accurate. Planning must ensure that assessment is aligned with curriculum, instruction, grading and reporting. 3.Assessment must be balanced, including oral and performance as well as written tasks, and be flexible in order to improve learning for all students. 4.Assessment and instruction are inseparable because effective assessment informs learning. 5.For assessment to be helpful to students, it must inform them in words, not numerical scores or letter grades, what they have done well, what they have done poorly, and what they need to do next in order to improve. 6.Assessment is a collaborative process that is most effective when it involves self-, peer, and teacher assessment and when it helps students to be reflective learners who take ownership of their own learning. 7.Performance standards are an essential component of effective assessment. In a standards-based system they must be criterion-referenced (absolute), not norm- referenced (relative). 8.Grading and reporting student achievement is a responsive, human process that requires teachers to exercise their professional judgment.

Big Idea: Assessment serves different purposes at different times Record the evidence on your chart. Assessment serves different purposes at different times … Evidence in my classroom  Assessment may be used to find out what students already know and can do  Assessment may be used to help students improve their learning  Assessment may be used to let students, and their parents, know how much they have learned within a prescribed period of time.

Come back to the group at 2:30pm. Each PLC will present. Use the chart paper or technology.