Assessment for Learning: A New Journey for Schools

In schools across Edmonton, teachers and students are embarking on a powerful new journey of discovery in which teachers are realizing the untapped potential of improved assessment practices in achieving superb results from all students. In the past, teachers have tended to focus on the summative assessments of learning (quizzes, tests, essays and projects) to check on student learning and to assign marks and grades. However, teachers are now learning to use another form of assessment, assessment for learning, to not just check for but to support student learning.  

This year, students will begin to notice a change in the way teaching and learning takes place at Killarney School as we build classrooms where more effective assessment procedures are in place. What will this look like in classrooms? Teachers will review their curricular outcomes, summarize them in language students will understand, and share those outcomes with students on a consistent basis. The learning destination will be made clear. Teachers will work with students to bring them into the assessment process, actively involving them in their own learning. They will involve students in assessment by talking about the learning, discussing what the learning would look like, deciding what evidence would demonstrate learning, setting criteria with students, asking students to self-assess and slowing instruction down to the pace of learning.  

As students become involved in assessment for learning, they become partners in a continuous cycle of assessment and learning that supports the achievement of superb results which leads to more self-assessing, goalsetting and ultimately, learning.   

Research on assessment for learning informs us that when we involve students in the assessment process, increase the amount of descriptive feedback students receive and decrease the amount of evaluative feedback they receive, students learn significantly more (Black and William, 1998). There is also compelling evidence to support the statement that assessment for learning boosts achievement test results. No other major intervention can claim as high an impact on achievement.  

Dave Devin, Principal