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ASSESSMENT FOR LEARNING AT WESTMERE

//What is ‘Assessment for Learning’? // This question is most simply answered by describing it as a class- based assessment rather than school based assessment. (Manual for Assessment for Learning Professional Development Version 7, 2007) Critical elements of Assessment for Learning, that make a difference to student learning include · Relationships · Sharing Learning Intentions with students · Using self, peer and teacher assessment · Prompting students in a way that closes the gap between what they know and what they need to know  (effective questioning) · Using processes that aid reflection in the students · Clarity about the next steps in learning

Assessment for Learning is best understood as an integrated set of values, strategies and techniques used skillfully by teachers to maximize student’s motivation with their learning. Michael Absolum’s model used at Westmere describes these as a matrix of 6 capabilities, pictured as an archway.





There is a corresponding set of capabilities for students as they learn to take control of their learning. Effective assessment practices that promote learning are underpinned by the belief that; · All students can learn and every student is capable of improvement,(regardless of their behaviour or <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> home circumstances) and it is every teacher’s job to make improvement happen <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· The main purpose of assessment is for improving learning <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Learning is most effective in a partnership between teacher and student <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Students can and should take responsibility for their own learning <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Self assessment should be routine, i.e. part of every lesson, every day <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Students can learn from peers and peer-assessment should also be routine <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Students learn better and teachers teach better when reflection is planned, purposeful and viewed as <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> part of the lesson and not just an ‘added extra’ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Depth of learning is the goal, teach less better <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Student’s motivation to learn is enhanced <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Goals and where they are aiming for, is shared with learners <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· It involves teacher students and those that support their learning in gathering, analyzing, reviewing, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> reflecting and using assessment information to improve teaching programmes and students’ learning <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> outcomes <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Feedback leads to students, teachers, parents, school leaders, the Board of Trustees and the MOE <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> recognizing the next steps they need to take to improve learning outcomes

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 140%;">When teachers use this approach the classroom becomes one in which: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Student achievement improves (most significant difference for less able students however All students <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> benefit) Students have a clearer understanding of what achievement looks like so have a greater chance <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> of achievement <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Student behaviour improves ( engaged in learning, needs being met) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Student ownership of learning improves (fully involved in every step of the process) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Student engagement increases (work gets finished, quantity of work becomes less important than the <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> quality, students are keen to see their own growth and progress) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Students quality of work improves <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Students persevere on task for longer (teaching will progress and flow more logically) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Students become self evaluative (recognize the achievements made and take action about ways to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> improve) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Students become self reflective ( take greater control of learning journey, successful at adapting to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> differing learning contexts <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Students become better learners <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">· Enjoyment returns to teaching (everything to do with student behaviour is focused on learning, the <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> quality of the working environment is good for everyone