Assessment As Learning : Using Classroom Assessment to Maximize Student Learning

by Lorna M. Earl

• ISBN13: 9780761946267
• ISBN10: 0761946268
• Format: Paperback
• Copyright: 2003-05-07
• Publisher: Corwin Pr

Summary

This book will provide teachers and school administrators with: an understanding of the reasons behind their confusion and discomfort by detailing the way that the changing role of schooling and our increasing knowledge about the nature of learning have made classroom assessment much more complex, with a range of different purposes that require differentiated assessment practices.

Table of Contents

Series Editors' Introduction	vii
Preface	ix
About the Author	xv
The Evolution of Assessment	1	(4)
``The Case of Standards-Based Assessment''	2	(1)
Defining the Future	3	(1)
Ideas for Follow-Up	4	(1)
Rethinking Assessment	5	(16)
A Brief History of Assessment	5	(4)
Looking for Change in All the Wrong Places	9	(1)
Rethinking Assessment for Real Change	10	(2)
Purpose Is Everything	12	(3)
Taking Up the Challenge	15	(1)
Classroom Assessment and Large-Scale Reform	16	(4)
Ideas for Follow-Up	20	(1)
Assessment of Learning, for Learning, and as Learning	21	(8)
Assessment of Learning	22	(1)
Assessment for Learning	23	(1)
Assessment as Learning	24	(1)
Getting the Balance Right	25	(3)
Ideas for Follow-Up	28	(1)
A Focus on Learning	29	(13)
Learning for Understanding	32	(3)
Learning Is Hard Work	35	(4)
Learning Happens in Context	39	(2)
Ideas for Follow-Up	41	(1)
Assessment and Learning	42	(5)
How Does Assessment Contribute to Learning?	42	(3)
This Is Not Just About Assessment	45	(1)
Ideas for Follow-Up	46	(1)
Using Assessment to Identify What Students Believe to Be True	47	(20)
``The Case of the Pool Table''	47	(2)
Start With What Students Believe to Be True	49	(1)
``The Case of the Bog''	50	(16)
Ideas for Follow-Up	66	(1)
Using Assessment to Motivate Learning	67	(11)
Assessment That Motivates	68	(2)
``The Case of Othello''	70	(2)
Assessment to Reverse Socialization	72	(5)
Ideas for Follow-Up	77	(1)
Using Assessment to Make Connections	78	(11)
Curricula as Visible Targets for Learning	79	(4)
Plan Learning, Plan Assessment, and Expect the Unexpected	83	(1)
``The Case of the Literacy Hour''	84	(2)
Differentiation	86	(2)
Ideas for Follow-Up	88	(1)
Using Assessment to Extend Learning	89	(11)
Feedback for Learning	89	(5)
Rubrics and Exemplars as Tools	94	(1)
``The Case of the Brass Band''	95	(2)
Ideas, Connections, and Extensions (ICE)	97	(2)
Ideas for Follow-Up	99	(1)
Using Assessment for Reflection and Self-Monitoring	100	(10)
``The Case of Jojo''	100	(1)
Students as Their Own Best Assessors	101	(1)
Developing Self-Evaluation Habits of Mind	102	(4)
``The Case of Choices''	106	(3)
Ideas for Follow-Up	109	(1)
Using Assessment for Optimum Learning	110	(13)
Think About What You Believe to Be True	112	(2)
Learn About Learning	114	(1)
Know Your Subject	114	(1)
Be an Expert Teacher	115	(1)
Work Together	116	(2)
Be Gentle With Yourself, But Don't Give Up	118	(1)
Self-Monitoring and Self-Development for You, Too	119	(1)
Get the Support You Need	119	(1)
Put It All Together	120	(3)
References	123	(6)
Index	129