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Classroom Assessment
for Learning
Chappuis and Stiggins
Big Ideas:
- Assessment for
learning is based in research that finds it promotes greater student
achievement
- In the past we
thought of assessment as an index of success rather than the cause of success
- In the past we
thought a teacher teaches, tests and moves on, assessment for learning occurs
during the teaching and learning process rather than after it
- Teachers who assess
for learning use day-to-day activities to involve students directly and deeply
in their own learning. This increases confidence and motivation by
emphasizing progress and achievement
- Research shows
classroom assessments that provide accurate, descriptive feedback to students
and involve them in the assessment process improve learning
- Teachers use
assessment information formatively when they; pretest and adjust instruction
for individuals/whole group, analyze which student(s) need more practice,
revise instruction on the basis of results, confer with students about their
strengths/needs, facilitate peer tutoring
- We should ask-How
can students use assessment to take responsibility for and improve their own
learning?
- Student involvement
in assessment does not mean they decide what will/wont be tested, it means
they learn to use assessment information to manage their own learning, set
goals
- Effective teacher
feedback focuses on student’s work to increase their motivation and desire to
learn
- Specific,
descriptive and immediate feedback is shown to increase learning/achievement
- Specific,
descriptive feedback pinpoints what students are doing right, shows
strengths/needs. It describes why an answer is right or wrong so that
students gain understanding.
- Descriptive feedback
should provide ways for students to improve in clear, constructive language.
This feedback can show students where they are relative to learning targets
and where they ultimately will be.
- Self assessment
skills help students direct their own learning
- Related to PLC-a
student asks where am I trying to go? (What do we want them to learn?), Where
am I now? (How do we know if they got it?), How do I close the gap? (What do
we do if they don’t get it?)
“Educators open the
door to using assessment in more productive ways when they acknowledge that
students respond differently to the use of test scores as threats of punishment
or promises of reward. Those who succeed keep striving; those who fail may give
up. By contrast, most students respond positively to classroom assessment
environments that promote success rather than simply measure it. Students
demonstrate unprecedented score gains on standardized assessments when their
teachers apply the principles of assessment for learning in the classroom.”
Overview
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Assessment OF
Learning |
Assessment FOR
Learning |
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Reason |
Check status |
Improve learning |
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To inform |
Others about
students or programs |
Students about
themselves
Teachers about
students |
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Focus |
Standards |
Learning Targets |
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Example |
External
accountability tests/classroom assessments used for grading |
Assessments that
diagnose needs or help students see themselves getting better |
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Place in Time |
An event after
learning |
A process of
learning |
“The most dependable
assessment in the world cannot be regarded as high quality if it has a
counterproductive effect on learning or students.”
- Rick Stiggins
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A Learning
Community Approach 
