Assessment as Learning

Using Classroom Assessment to Maximize Student Learning
Second Edition
Lorna M. Earl - University of Toronto, Canada
Assessment as Learning
December 2012 | 160 pages | Corwin
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ISBN: 9781452284361
Available from January 0001
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ISBN: 9781452242972
Available from January 0001

Description

Your key to understanding how formative assessment improves learning!

High-stakes tests and end-of-year assessments dominate educational planning and curriculum. Yet, formative assessments are proven to have the most impact on day-to-day learning.

Teachers who understand how to use assessment to spark learning unlock a powerful educational tool, and Assessment as Learning can show you how. Using clear explanations and poignant cases, this book illustrates how formative assessment can be used to understand student beliefs, inform classroom instruction, and encourage student reflection. Fully revised, this second edition features

  • Discussion of the complex nature of learning
  • Ways to use formative assessment in a variety of contexts
  • Real-life examples and case studies of assessment in action
  • Sample rubrics and lesson plans for easy implementation
  • Ideas for Follow-up at the end of each chapter 
  • Insights into common classroom dilemmas along with viable solutions

Unraveling the mystery of formative assessment, this resource reveals how this teaching technique optimizes learning.

"Lorna Earl is an international thought leader when it comes to linking quality assessment to teaching, learning and student success."
—Rick Stiggins, Author and Consultant

"Earl 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

Contents

About the Author

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

References

Index

Index

Description

Your key to understanding how formative assessment improves learning!

High-stakes tests and end-of-year assessments dominate educational planning and curriculum. Yet, formative assessments are proven to have the most impact on day-to-day learning.

Teachers who understand how to use assessment to spark learning unlock a powerful educational tool, and Assessment as Learning can show you how. Using clear explanations and poignant cases, this book illustrates how formative assessment can be used to understand student beliefs, inform classroom instruction, and encourage student reflection. Fully revised, this second edition features

  • Discussion of the complex nature of learning
  • Ways to use formative assessment in a variety of contexts
  • Real-life examples and case studies of assessment in action
  • Sample rubrics and lesson plans for easy implementation
  • Ideas for Follow-up at the end of each chapter 
  • Insights into common classroom dilemmas along with viable solutions

Unraveling the mystery of formative assessment, this resource reveals how this teaching technique optimizes learning.

"Lorna Earl is an international thought leader when it comes to linking quality assessment to teaching, learning and student success."
—Rick Stiggins, Author and Consultant

"Earl 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

Contents

About the Author

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

References

Index

Index

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Assessment as Learning

Using Classroom Assessment to Maximize Student Learning

Lorna M. Earl
Cancel Print

December 2012 | 160 pages | Corwin

Format Published Date ISBN Price
Paperback 01/01/2025 9781452242972 $40.95
Lifetime 01/01/2025 9781452284361 $37.00

Your key to understanding how formative assessment improves learning!

High-stakes tests and end-of-year assessments dominate educational planning and curriculum. Yet, formative assessments are proven to have the most impact on day-to-day learning.

Teachers who understand how to use assessment to spark learning unlock a powerful educational tool, and Assessment as Learning can show you how. Using clear explanations and poignant cases, this book illustrates how formative assessment can be used to understand student beliefs, inform classroom instruction, and encourage student reflection. Fully revised, this second edition features

  • Discussion of the complex nature of learning
  • Ways to use formative assessment in a variety of contexts
  • Real-life examples and case studies of assessment in action
  • Sample rubrics and lesson plans for easy implementation
  • Ideas for Follow-up at the end of each chapter 
  • Insights into common classroom dilemmas along with viable solutions

Unraveling the mystery of formative assessment, this resource reveals how this teaching technique optimizes learning.

"Lorna Earl is an international thought leader when it comes to linking quality assessment to teaching, learning and student success."
—Rick Stiggins, Author and Consultant

"Earl 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


Table Of Contents:

  • 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

Recent Product Reviews:

This is a great book for student teachers, with clear case studies that allow for extended learning about assessment as it relates to their developing classroom practice.
Mrs Lorraine Godden, Faculty of Education, Queens Univ
"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, Networks of Inquiry and Innovations and the Aboriginal Enhancement Schools Network, British Columbia, Canada
"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, Melbourne Graduate School of Education, University of Melbourne, Australia
"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, Senior Research Associate, Center for Advancing the Study of Teaching and Learning, Duquesne University, Helena, MT
"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), Brock University, Hamilton, ON, Canada

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