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.

“This valuable resource goes beyond assessment for learning by shifting from the teacher to the student as the key assessor in self-monitoring personal goals and external standards.”

• About the AuthorAcknowledgments1. The Promise and the Challenge of Classroom AssessmentWhy This Book?How the Educational World has ChangedThe Power of Classroom AssessmentWhat is This Book About?The Case of "Understanding Learning and Assessment"Using This BookIdeas for Follow Up2. Situating Assessment ChangesA Brief History of AssessmentLooking for Change in all the Wrong PlacesRethinking Assessment for Real ChangePurpose is EverythingClassroom Assessment and Large-Scale ReformTaking Up the ChallengeIdeas for Follow Up3. Assessment of Learning, for Learning, and as LearningAssessment of LearningAssessment for LearningAssessment as LearningGetting the Balance RightIdeas for Follow Up4. Spotlight on LearningLearning Makes Us HumanHow People LearnLearning for UnderstandingLearning is Hard WorkLearning Happens in ContextIdeas for Follow Up5. Assessment and LearningHow Does Classroom Assessment Contribute to Learning?Assessment as an Integral part of Teaching and LearningRealizing the Power of Assessment to Optimize LearningIdeas for Follow Up6. Using Assessment to Identify What They "Believe to Be True""The Case of the Pool Table"Start With What They Believe to be True"The Case of the Blog"Ideas for Follow Up7. Using Assessment to Motivate LearningAssessment That MotivatesRelevant AssessmentImaginative AssessmentAssessment that Scaffolds Learning"The Case of Othello"Assessment to Reverse SocializationIdeas for Follow Up8. Using Assessment to Make ConnectionsCurriculum as Visible Targets for LearningPlan Learning, Plan Assessment, and Expect the Unexpected"The Case of Planned Literacy"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-Regulation"The Case of Jojo"Students as Their Own Best AssessorsDeveloping Self-Regulating Habits of Mind"The Case of Choices"Ideas for Follow Up11. Getting to Assessment for Optimum LearningIt′s About Learning, and It′s About TimeGetting to the Spirit of AFL Requires Conceptual ChangeThink About What You Believe to be TrueLearn About LearningKnow Your SubjectBe an Expert TeacherWork Together in Collaborative InquiryDon′t Give Up, But be Gentile With YourselfSelf-Regulation for You TooGet the Support You NeedPut it All TogetherReferencesIndex