Assessment As Learning

Lorna M. Earl is a director of Aporia Consulting Ltd. and a retired associate professor from the Department of Theory and Policy Studies at the Ontario Institute for Studies in Education of the University of Toronto. She was the first director of assessment for the Ontario Education Quality and Accountability Office, and she as been a researcher and research director in school districts for over 20 years. Throughout her career, Earl has concentrated her efforts on policy and program evaluations as a vehicle to enhance learning for pupils and for organizations. She has done extensive work in the areas of literacy and the middle years, but has concentrated her efforts on issues related to evaluation of large-scale reform and assessment (large-scale and classroom) in many venues around the world. She has worked extensively in schools and school boards, and has been involved in consultation, research, and staff development with teachers′ organizations, ministries of education, school districts, and charitable foundations. Earl holds a doctorate in epidemiology and biostatistics, as well as degrees in education and psychology.

• Series Editors′ IntroductionPrefaceAbout the Author1. The Evolution of Assessment"The Case of Standards-Based Assessment"Defining the FutureIdeas for Follow-Up2. Rethinking AssessmentA Brief History of AssessmentLooking for Change in All the Wrong PlacesRethinking Assessment for Real ChangePurpose is EverythingTaking Up the ChallengeClassroom Assessment and Large-Scale ReformIdeas for Follow-Up3. Assessment of Learning, for Learning, and as LearningAssessment of LearningAssessment for LearningAssessment as LearningGetting the Balance RightIdeas for Follow-Up4. A Focus on LearningLearning for UnderstandingLearning Is Hard WorkLearning Happens in ContextIdeas for Follow-Up5. Assessment and LearningHow Does Assessment Contribute to Learning?This is Not Just About AssessmentIdeas for Follow-Up6. Using Assessment to Identify What Students Believe to Be True"The Case of the Pool Table"Start With What Students Believe to Be True"The Case of the Bog"Ideas for Follow-Up7. Using Assessment to Motivate LearningAssessment That Motivates"The Case of Othello"Assessment to Reverse SocializationIdeas for Follow-Up8. Using Assessment to Make ConnectionsCurricula as Visible Targets for LearningPlan Learning, Plan Assessment, and Expect the Unexpected"The Case of the Literacy Hour"DifferentiationIdeas for Follow-Up9. Using Assessment to Extend LearningFeedback for LearningRubrics and Exemplars as Tools"The Case of the Brass Band"Ideas, Connections and Extensions (ICE)Ideas for Follow-Up10. Using Assessment for Reflection And Self-Monitoring"The Case of Jojo"Students as Their Own Best AssessorsDeveloping Self-Evaluation Habits of Mind"The Case of Choices"Ideas for Follow-Up11.Using Assessment for Optimum LearningThink About What You Believe to Be TrueLearn About LearningKnow Your SubjectBe an Expert TeacherWork TogetherBe Gentle With Yourself, But Don′t Give UpSelf-Monitoring and Self-Development for You, TooGet the Support You NeedPut It All TogetherReferencesIndex