Assessment for Closing the Achievement Gap. Research Brief

Autor/in	Muir, Mike
Institution	Education Partnerships, Inc. (EPI)
Titel	Assessment for Closing the Achievement Gap. Research Brief
Quelle	(2005), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Evaluation; Achievement Gap; Evidence; Teaching Methods; Formative Evaluation; Action Research; Evaluation Utilization; Improvement Programs; Educational Resources + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Effizienzsteigerung; Bildungsmittel
Abstract	Assessment "for" learning is not the same as assessment "of" learning. Assessment of learning is assessment for accountability purposes, to determine a student's level of performance on a specific task or at the conclusion of a unit of teaching and learning. The information gained from this kind of assessment is often used in reporting. Assessment "for" learning, on the other hand, acknowledges that assessment should occur as a regular part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process. Scientific evidence (Black & Wiliam--"Inside the Black Box") shows that formative assessment is an essential component of raising achievement. Beyond the Black Box reports, "the research indicates that improving learning through assessment depends on five, deceptively simple factors: (1) the provision of effective feedback to pupils; (2) the active involvement of pupils in their own learning; (3) adjusting teaching to take account of the results of assessment; (4) a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning; and (5) the need for pupils to be able to assess themselves and understand how to improve." Meanwhile, assessment for learning involves: (1) the sharing of learning intentions/objectives and success criteria with pupils; (2) giving oral and written feedback to pupils based on these intentions/objectives, with the feedback relating directly to their learning in a way that they can understand and act upon; (3) the use of questioning to help pupils express and discuss their ideas and their understanding; and (4) the nurturing of pupils as independent learners through the development of self assessment and peer assessment. (Contains 8 online resources.) (ERIC).
Anmerkungen	Education Partnerships, Inc. Web site: http://www.educationpartnerships.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10