Please note - this information builds on to the ideas described in the backward design page.

 

Crooks (1988) believes assessment to be one of the most potent forces affecting student learning. It affects motivation to learn, self-regulation and perceptions about competence. Assessment consolidates learning and infers value that the content is worth learning. Assessing deep understandings, competencies and actions, challenges us to critically analyse our beliefs about assessment, the purpose(s) for assessment and how assessment can be used to empower students.

 

C21 Learning focuses on a paradigm shift from summative and often subjective assessment of performance, which is usually completed by the teacher on behalf of the student to ongoing formative assessment co-constructed with students.

 

The focus should be on developing student assessment capability so they actively seek evidence and judge their own performance. It positions the learner in a place of empowerment, encouraging them to move beyond the risk of misinterpretation (Hipkins, Boyd & Joyce, 2005).

 

Join me to reimagine assessment, bringing it into the 21st Century and beyond. HOW?

  • Collaborative: planning, designing, using and reflecting on the assessment process and tools to develop our assessment capability.
  • Using the professional learning journal provided by C21 Learning, which challenges us to critically analyse assessment processes and tools and to evaluate evidence.
  • A C21 Learning Coach models co-constructing criteria with students, engaging students in self-assessment tasks and challenging students to self-assess, set goals and plan how to achieve them.
  • Coaching teachers to use assessment data in order to personalise student learning goals and inquiry.
  • Evaluation of the shifts made by students will be used to reflect on the processes and tools we have used in order to clarify teacher understanding and to plan next steps.

 

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