Student-Involved Assessment for Learning

Curriculum

A collection of learning targets for a course or grade-level subject written as learning expectations at the unit or lesson level

Feedback Loop

A negative feedback loop is one that tends to slow down a process, whereas the positive feedback loop tends to accelerate it.

Reliability

An assessment's ability to give consistent results

Summative Assessment

Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.

Key Four

Communicate Results Effectively

Key Three

Create High-Quality Assessments That Yield Dependable Information

Strategy Six

Design Focused Instruction, Followed by Practice with Feedback.

Disposition Target

Disposition targets refer to attitudes, motivations, and interests that affect students' approaches to learning. They represent important affective goals we hold for students as a byproduct of their educational experience.

Key Two

Establish Clear and Appropriate Learning Targets

Task-Completion Orientation

Focus their effort on assignment completion.

Learning Orientation

Focus their effort on improving their work and getting better.

Formative Assessment

Formal and informal processes teachers and students use to gather evidence for the purpose of informing next steps in learning.

Knowledge Level Target

Knowledge targets represent the factual information, procedural knowledge, and conceptual understandings that underpin each discipline.

Content Standards

Learning Targets

Strategy Three

Offer Regular Descriptive Feedback during the Learning.

Performance Skill Target

Performance skill targets are those where a demonstration or physical skill-based performance is at the heart of the learning.

Product-Level Target

Product Targets describe learning in terms of artifacts where creation of a product is the focus of the learning target. With product targets, the specifications for quality of the product itself are the focus of teaching and assessment.

Strategy Seven

Provide Opportunities for Students to Track, Reflect on, and Share Their Learning Progress.

Strategy One

Provide a Clear and Understandable Vision of the Learning Target.

Reasoning Target

Reasoning targets specify thought processes students are to learn to do well within a range of subjects.

Descriptive Feedback

Specific information in the form of written comments or conversations that help the learner understand what she or he needs to do in order to improve.

Key One

Start with a Clear Purpose

Strategy Four

Teach Students to Self-Assess and Set Goals for Next Steps.

Ego-Involved Orientation

Their goal is to attain public recognition of having done better than others or having performed at a superior level.

Strategy Five

Use Evidence of Student Learning Needs to Determine Next Steps in Teaching.

Strategy Two

Use Examples and Models of Strong and Weak Work.

Validity

Wanting assessments to provide high-quality representation of the desired learning.

Self-Assessment

assessment or evaluation of oneself or one's actions and attitudes, in particular, of one's performance at a job or learning task considered in relation to an objective standard.

Student-Involved Assessment

something we do with and for students and not to students