Page 42 - Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. 2010

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GROWING SUCCESS | assessment, evaluation, and reporting in Ontario schools
ASSESSMENT FOR LEARNING AND AS LEARNING
A Continuum of Professional Learning and Classroom Implementation
Implementing assessment for learning and as learning in the classroom can be challenging, requiring a transformation in our perception of the teacher-student relationship, as well as new learning about strategies. Success lies in taking an approach that recognizes the interdependence of practices related to assessment for learning and assessment as learning. By clearly identifying, sharing, and clarifying learning goals and success criteria, teachers lay the foundation for practices such as providing feedback and enabling students to develop skills in peer and self-assessment.
Teachers are also encouraged to take an “assessment for learning and as learning” approach to their own professional learning – identifying specific goals for implementing the practices outlined above with their students, developing criteria for successful implementation, working collaboratively with peers to receive and provide feedback, and reflecting on their progress towards achieving
their goals.
Principals champion the importance of assessment for learning by ensuring a consistent and continuous school-wide focus on student learning and by using classroom, school, and system data to monitor progress.