Assessment as Learning 2/e

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.

About the Author Acknowledgments 1. The Promise and the Challenge of Classroom Assessment Why This Book? How the Educational World has Changed The Power of Classroom Assessment What is This Book About? The Case of "Understanding Learning and Assessment" Using This Book Ideas for Follow Up 2. Situating Assessment Changes A Brief History of Assessment Looking for Change in all the Wrong Places Rethinking Assessment for Real Change Purpose is Everything Classroom Assessment and Large-Scale Reform Taking Up the Challenge 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. Spotlight on Learning Learning Makes Us Human How People Learn Learning for Understanding Learning is Hard Work Learning Happens in Context Ideas for Follow Up 5. Assessment and Learning How Does Classroom Assessment Contribute to Learning? Assessment as an Integral part of Teaching and Learning Realizing the Power of Assessment to Optimize Learning Ideas for Follow Up 6. 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 Up 7. Using Assessment to Motivate Learning Assessment That Motivates Relevant Assessment Imaginative Assessment Assessment that Scaffolds Learning "The Case of Othello" Assessment to Reverse Socialization Ideas for Follow Up 8. Using Assessment to Make Connections Curriculum as Visible Targets for Learning Plan Learning, Plan Assessment, and Expect the Unexpected "The Case of Planned Literacy" 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-Regulation "The Case of Jojo" Students as Their Own Best Assessors Developing Self-Regulating Habits of Mind "The Case of Choices" Ideas for Follow Up 11. Getting to Assessment for Optimum Learning It's About Learning, and It's About Time Getting to the Spirit of AFL Requires Conceptual Change Think About What You Believe to be True Learn About Learning Know Your Subject Be an Expert Teacher Work Together in Collaborative Inquiry Don't Give Up, But be Gentile With Yourself Self-Regulation for You Too Get the Support You Need Put it All Together References Index

"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." -- Julie Prescott, Assessment Coordinator "In Assessment as Learning, Dr. Earl shares her deep understanding of classroom assessment and her commitment to harnessing its power for student learning. She begins at the beginning, focusing on assessing what students believe is true and using assessment information to help students develop and extend learning from those initial beliefs. Readers should do likewise, asking themselves what they believe is true about assessment and then extending their learning with this book." -- Susan M. Brookhart, Consultant, Brookhart Enterprises LLC "Assessment as Learning is an invaluable resource for teacher candidates. It provides an extensive review of assessment theory, research, policy and practise." -- Louis Volante, Associate Professor (Assessment & Evaluation) "Lorna Earl is an international thought leader when it comes to linking quality assessment to teaching, learning and student success. We are both members of a worldwide community of researchers, teachers, and school leaders intent on advancing our understanding of how to use assessment day to day in the classroom to both promote and verify student achievement. As we collaborate, Lorna points us in the right direction." -- Rick Stiggins, Consultant "Despite two decades of work by educators to turn assessment into an activity that helps students to learn better, there is still much work to be done. The focus needs to move away from routines carried by teachers, truly to engage students themselves. It is this fundamental shift that Lorna Earl emphasizes in this excellent second edition of her book." -- Mary James, Professor, Cambridge University "Lorna Earl has provided one of the most readable books about how to use assessment as learning for teachers and students. It just makes sense! While testing is all around us, Lorna Earl shows how it is efficient to use this information to inform our impact, where to go next, and to identify our successes in learning and teaching. She moves the debate away from assessment as good or bad to assessment as a powerful tool when interpreted by teachers to enhance their impact." -- John Hattie, Director, Melbourne Education Research Institute "Lorna Earl's conceptualization of Assessment As Learning makes a major contribution to the work of educators determined to help all learners achieve deep understanding and powerful levels of learning. Grounded in practice, informed by research, and marked by a genuine respect for teachers and the challenges they face, this is a book that all educators will find enormously helpful." -- Judy Halbert, Co-Founder & co-leader