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' Introduction Preface About the Author 1. The Evolution of Assessment "The Case of Standards-Based Assessment" Defining the Future Ideas for Follow-Up 2. Rethinking Assessment A Brief History of Assessment Looking for Change in All the Wrong Places Rethinking Assessment for Real Change Purpose is Everything Taking Up the Challenge Classroom Assessment and Large-Scale Reform Ideas for Follow-Up 3. Assessment of Learning, for Learning, and as Learning Assessment of Learning Assessment for Learning Assessment as Learning Getting the Balance Right Ideas for Follow-Up 4. A Focus on Learning Learning for Understanding Learning Is Hard Work Learning Happens in Context Ideas for Follow-Up 5. Assessment and Learning How Does Assessment Contribute to Learning? This is Not Just About Assessment Ideas for Follow-Up 6. 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-Up 7. Using Assessment to Motivate Learning Assessment That Motivates "The Case of Othello" Assessment to Reverse Socialization Ideas for Follow-Up 8. Using Assessment to Make Connections Curricula as Visible Targets for Learning Plan Learning, Plan Assessment, and Expect the Unexpected "The Case of the Literacy Hour" Differentiation Ideas for Follow-Up 9. Using Assessment to Extend Learning Feedback for Learning Rubrics and Exemplars as Tools "The Case of the Brass Band" Ideas, Connections and Extensions (ICE) Ideas for Follow-Up 10. Using Assessment for Reflection And Self-Monitoring "The Case of Jojo" Students as Their Own Best Assessors Developing Self-Evaluation Habits of Mind "The Case of Choices" Ideas for Follow-Up 11.Using Assessment for Optimum Learning Think About What You Believe to Be True Learn About Learning Know Your Subject Be an Expert Teacher Work Together Be Gentle With Yourself, But Don't Give Up Self-Monitoring and Self-Development for You, Too Get the Support You Need Put It All Together References Index