Assessment FOR Learning
Roles Activity
When you return to your worksite listen to and observe the people around you and
gather anecdotal data on their thinking. What do you hear about Assessment of
Learning, Assessment for Learning, teaming and professional learning communities in
your culture? After you reflect on what you hear and see, complete the Assessment
FOR Learning changing roles survey below. This activity gives you the opportunity to
rate each of the described (teacher and student) roles on a scale of 1 to 10 based on
the degree of change that will be required of teachers and students from the current
practices within the classroom. Be prepared to share your thoughts and data when we
meet in December.
Assessment FOR Learning - Changing Roles Survey
Assessment FOR Learning requires the roles of the teacher and student to change from
those of traditional assessment practices.
Directions: Participants are to rate each of the described (teacher and student) roles
on a scale of 1 to 10 based on the degree of change that will be required of teachers
and students from the current practices within the classroom.
Scale: One (1) means little change is required because the practice is common at
this time in a majority of classrooms. Ten (10) means this role will require a
complete change because it is not common practice in a majority of classrooms.
Roles:
1. Teachers integrate classroom assessment into the teaching and learning process
in concrete and specific ways.
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2. Teachers provide students with descriptive feedback (what the student did well
and how to improve) rather than evaluative feedback (a grade or score).
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3. Teachers identify learning targets within each objective (scaffolding or
deconstructing).
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Assessment FOR Learning - Changing Roles Survey
4. Teachers write learning targets in student friendly language so students
understand exactly what they are expected to learn.
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5. Teachers transform learning targets into accurate classroom assessments.
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6. Students are users of assessment results – they keep track of their own growth
(record keeping).
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7. Students set academic goals for themselves based on classroom assessment
data.
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8. Teachers provide student work samples as a standard for what good work looks
like.
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9. Students take responsibility for communicating about their own learning (i.e.
student-led conferences).
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10. Classroom assessments are used to improve learning not to assign grades.
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11. Classroom assessment practices reflect an understanding of the relationship
between assessment and student motivation.
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