Ruth Druart's educational portfolio

I have designed rubrics with the children that they use for self-assessment.

Some examples:

Rubric to mark paragraph

Remembered to indent first word			Forgot to indent
Topic sentence is clear about the main idea, and gets the reader’s attention.	Topic sentence is present, but we are not sure exactly what the main idea is. It could be one of two or three ideas.	Topic sentence is vague, and is very unclear about the subject.	No topic sentence
All parts of the body are related to the topic sentence.	Most parts of the body are related to the topic sentence.	Only a few parts of the body are related to the topic sentence.	Body part jumps from one topic to another
Interesting closing sentence wraps it up and leaves the reader thinking.	Relevant closing sentence	Vague closing sentence	No closing sentence
Interesting vocab. Used (>3)	Some interesting words used (>2)	One interesting word used	Words are too simple
All words are spelt correctly	One or two spelling mistakes	More than two mistakes, but less than six	More than five spelling mistakes

Rubric to mark ‘Who am I?’

Remembered to indent first word of each paragraph	Remembered to indent first word of most paragraphs	Remembered to indent first word of few paragraphs	Forgot to indent
Topic sentences are clear about the main idea, and get the reader’s attention.	Topic sentences are present, but we are not sure exactly what the main idea is. It could be one of two or three ideas.	Topic sentences are vague, and very unclear about the subject.	No topic sentence
All parts of the body are related to the topic sentence.	Most parts of the body are related to the topic sentence.	Only a few parts of the body are related to the topic sentence.	Body part jumps from one topic to another
Interesting closing sentence wraps it up and leaves the reader thinking.	Relevant closing sentence	Vague closing sentence	No closing sentence
Interesting vocab. Used (>7 from list)	Some interesting words used (<7)	One or two interesting words used	Words are too simple
All words are spelt correctly	One or two spelling mistakes	More than two mistakes, but less than six	More than five spelling mistakes

Rubric to mark writing project

Remembered to indent first word of each new paragraph.	Remembered to indent first word of most paragraphs.	Remembered to indent first word of a few paragraphs.	Forgot to indent.
All parts of the body of a paragraph are related.	Most parts of the body are related.	Only a few parts of the body are related.	Body part jumps from one topic to another.
Interesting vocab. is used (>3 words)	Some interesting words used (>2)	One or two interesting words are used.	Words are too simple
All words are spelt correctly.	lOne or two spelling mistakes.	More than two mistakes, but less than six.	More than five spelling mistakes.
Punctuation is all correct.	Most punctuation is correct.	Only some punctuation is correct.	Much of the punctuation is missing.
Dialogue is used effectively to show characters.	Dialogue is used mostly when needed.	Dialogue could be used more often.	Very little or no dialogue is used.
Inferences are used – “show, not tell” often.	Some inferences are used.	A few inferences are used.	Very little or no inferences are used.
Similes or metaphors are used to good effect.	Some similes or metaphors are used.	One or two similes or metaphors are used.	No similes or metaphors are used.
Interesting setting is used.	A good setting is used.	Setting is present, but is not very detailed.	No setting is used.
Characters are gripping	Characters are interesting	Characters are not that interesting	Characters are dull
Conflict or problem is exciting.	Conflict or problem is interesting.	Conflict or problem is present , but not interesting enough.	No conflict or problem is present.
Interesting conclusion leaves the reader thinking.	Relevant conclusion	Vague conclusion	No conclusion

Finished unit on self-assessment for MA at Bath. See below:

How can self-assessment improve learning? An exploration into the practical application of self-assessment in my own teaching.

Introduction

Traditionally the role of assessment has been one of judgment and selection, but this role has been undergoing a paradigm shift, and assessment is now also used as a tool for learning.

Frequently the selection of students or candidates was based on intelligence. This selection has often been used, and is still used for entry into specific careers or establishments. These selections are norm-referenced in order to compare individuals, and are often based on the presumption that intelligence is innate. This kind of testing is known as psychometric testing, and its use is restricted to selection procedures, and not for helping the individual in his learning.

On the other hand, educational assessment is used to develop the learner by finding more out about the learner. It measures competence rather than intelligence, and performance is usually judged in relation to the individual rather than the group. Satterly (1981, p.3) states that it ‘includes all the processes and products which describe the nature and extent of children’s learning…The overall goal is not to stop at the description but to provide information to be used in decision making.’ These decisions could be simply which group to place the child in, or they could stretch further to involve teaching and setting objectives. Then they could go even further to include goal setting for the pupil.

Nowadays, assessment is used for a wider range of purposes; it is used as a tool for learning, for finding more out about the pupil and as forward feeding for teaching, as well as a tool for testing and judging. Its purpose can be both formative and summative as will be discussed later.

This assignment will investigate how I have used educational assessment in my own teaching.

The importance of assessment

(Carless et al. 2006) There are various ways that learning can be improved, such as having an enjoyable working environment, smaller groups, interesting resources and relating learning to real-life situations. Learning can also be improved through assessment procedure. Assessment has and will always have a prominent role in education; it is needed for certification and as proof of learning. In extreme cases high stake assessment can change the course of a student’s life; it can give confidence, but it can also take it away.

Rust (2002) reinforces the high significance of assessment: “It is generally accepted in the literature on learning and teaching (Brown & Knight, 1994) that ‘assessment is at the heart of the student experience’ (p. 1) and probably the single biggest influence on how students approach their learning (see Ramsden, 1992; Gibbs, 1992; Brown et al., 1997)”.

If we accept that assessment will always be a significant part of teaching, then we need to find ways to make it a positive learning experience, rather than a stressful and anxiety inducing experience that it can be for some pupils.

If used effectively, assessment can help us to understand what has been learned and what hasn’t been learned, where there may be some confusion, and so where the teaching needs to be focused. It also helps to define the curriculum; for a student the assessments are more influential than what is formally written in course documentation. Students will generally spend a considerable amount of time looking through past assessments, whereas they may only glance over the course description.

The Two Purposes of Assessment

Boud (2000) employs the term ‘double duty’ to signify the two purposes of assessment, for learning and for grading. He suggests that both learning and grading should be involved in assessment, and that grading should not impair learning, as it has been shown to do in some cases. When assessment is used to improve learning it is known as formative assessment. Formative assessment is used with the purpose of promoting ongoing learning (Carless et al, 2006). On the other hand, when assessment is used to judge achievement, then it is known as summative assessment. Summative assessment is used when preparing report cards or when taking an entrance exam, or national tests such as ‘A’ levels or G.C.S.E.’s. This use of summative assessment poses the problem of whether these tests are really testing the skills they were intended to test. Summative assessment opens itself up to McNamara’s fallacy of making the measurable important rather than making the important measurable. It could be assessing lower order outcomes, which are more accessible rather than higher-order outcomes. Which skills do we really need to test when selecting a student? This is a complex question, and will not be addressed here.

Summative assessment forms a large part of a student’s educational life, but if its role is restricted to judging achievement, then it is not benefitting the student’s learning. Would it be feasible to use summative assessment to improve learning as well to judge it? I will examine these questions in relation to my own experiences later.

Carless et al (2006, p.8) indeed suggest that summative assessment can be learner-orientated, as is formative assessment; they use the phrase ‘Assessment tasks as learning tasks’.

What is self assessment?

Self assessment has been described as a review process that involves the learner in reflecting on past experience, understanding what took place, and forming a clear idea of what has been learned (Weedon et al, 2002). Weedon mentions a pack produced by the University of Bristol in 1992, where self-assessment was described as a review process which involves the learner reflecting on past experience, then trying to remember and understand what was taught and then attempting to have a clearer idea of what had been learned. To me this sounds very similar to good revision strategies. The student is called to review and reflect on his learning, which goes a lot further than merely receiving a grade as a form of assessment. It involves meta-cognitive skills. Meta-cognition is about understanding and being conscious of one’s own learning; it involves reflection and asking oneself questions such as “What have I learned?”, “How well have I done?” and “How can I improve my performance in the future?” Even very young children can develop this self-awareness, which can aid them in their learning.

Pupils become more responsible and involved in their learning. For this reason Weedon (2002) suggests that self-assessment is really assessment for learning rather than assessment of learning, since the assessment is used to aid learning. I would suggest that it could be both assessment for learning and assessment of learning if used carefully.

At this point it should be pointed out that there are some aspects of the pupil’s work that the pupil would know more about, such as how hard they worked and what they have learned; but there are other aspects that the teacher would know more about, such as the expectations of the curriculum and which criteria will be used when judging their work. This would suggest that a partnership could be the most beneficial way to self-assess (Satterly, D., 1989). The shift is from teacher controlled to learner controlled (Harris, D., and Bell, C., 1986).

How can self-assessment improve learning?

The role of feedback in learning needs to be taken into account at this point. Research literature points to the fact that feedback plays a pivotal role in student achievement, however Rust (2005) points out that there are many weaknesses and problems with feedback practice; he quotes one study where 30% of the students surveyed said they never found the feedback helped them and most said it helped only sometimes. In another study he noted that students commented that feedback was often not understood, and in another that they often do not read it. This could be due to the fact that feedback usually comes too long after the work has been completed by which time the students have moved onto something else. He even cites Fritz et al. (2000) who showed that feedback sometimes has no effect at all; in a study where students were asked to repeat the same task later after feedback, and they largely repeated the task, including the same mistakes.

Feedback needs to be immediate and interactive. Indeed, a social constructivist approach to feedback would mean that the students actively engage with the feedback. Rust (2005) goes onto cite Sadler (1989), who identified three conditions for effective feedback:

1. knowledge of the standards

2. having to compare those standards to one’s own work (this is key and will be discussed later.

3. taking action to close the gap between the two

One way to achieve these three conditions is to have the students self-assess their work. It seems that effective feedback and self-assessment basically follow the same course. It could be that they are just two different ways of looking at good study skills. In fact, many high attainers automatically self-assess, whereas the lower attainers find it harder, and so teachers need to work on the skills required to successfully self-assess. In my own experience I have found that all the students managed to self-assess when presented with a clear rubric without any problem, the question is whether they would have automatically done so without guidance. I would say that indeed some of them would not have done so, and would have returned work which could easily have been improved on had they done so, thus emphasizing the need for explicit, guided self-assessment.

Steps 2 and 3 above mean that the student is examining his work in relation to what he knows is expected (the standards), and then deciding whether his work meets the expectations, and then improving it if it doesn’t. As Weedon (2002) mentions, the role of assessment for learning is to specify the gap between current achievement and the desired achievement, and to offer support to the student to help him close the gap. The emphasis being on the student and not the teacher, it is the student who will seek ways to close the gap, with the support of the teacher.

It is possible that good study skills can be taught through self-assessment. This is an interesting concept, and one that requires further thought. This is why I shall be examining the concept of self-assessment, and asking how and at which stage of learning it can be most effectively implemented.

There are a number of reasons why self-assessment improves learning:

1) It introduces other perspectives

2) It introduces involvement with the assessment criteria, which in turn helps develop and understand the criteria

3) It takes the focus away from the teacher

4) It focuses on the process and not the product

5) It encourages learners to take responsibility for their own learning

Self-assessment brings students into direct contact with the assessment criteria; they therefore have a clearer idea of what they are trying to achieve, and its purpose is made clear. (Black and Wiliam, 1998) Learning is more effective when the student has understood the purpose of the learning. In order to understand the purpose students need to be trained in self-assessment so that they can grasp what they need to achieve. Students are indeed happier when they understand the criteria used for assessment. These criteria could be made explicit by deciding collaboratively on them with the teacher, rather than the teacher just stating them. Of course, some criteria are not open to collaboration or negotiation (Weedon et al, 2002); this applies to externally set exams, like G.C.S.E.s, or standardized tests. However the criteria can still be interpreted in the classroom. Students still need to understand the meaning of the criteria if they are to make valid self-assessments as they work through the exam. Time spent discussing and understanding the criteria will improve performance, Carless et al (2006) suggest three pathways through which assessment can support learning:

1) Designing assessments that engage pupils in processes that lead to learning.

2) Involving pupils in the evaluation of their work or that of peers.

3) Building feedback loops so that the pupils can react to feedback or information received.

By involving students in their assessment they are engaged in their learning. Other assessment procedures are often something of a mystery to pupils (Carless et al, 2006). They may not have a clear idea of the criteria and may not know what their tutor or teacher is looking for. They might not understand what constitutes good performance, or how to get a good grade. But if they are to self assess correctly they will necessarily need to understand the criteria and standards, and so will learn what constitutes good work. Through evaluating their own work pupils develop a sense of the standard of work they should be attaining. They compare their work with a standard in order to assess it, and then try to close the gap between their work and this standard. It helps them to understand what the assessment criteria really mean in practice. (p.12) ‘Their involvement in their assessment helps them develop the capacity to evaluate their own work.’

It also follows from a socio-cultural perspective that students are not only objects of assessment, but are participants in all aspects of their assessment, from formulating the criteria to creating meaningful assignments, and then assessing their own and other’s work (Dysthe, 2004). Assessment plays a role in forming the student’s identity; the language used influences how the student sees himself as a learner. Assessments are needed that leave room for the student to express themselves and how they see themselves emerging as learners. Whereas traditional psychometric assessment focused on innate abilities, educational assessment is focusing on how cognitive abilities can be developed through learning opportunities.

Tensions which may arise when implementing self-assessment

When introducing self-assessment into a classroom the teacher should be aware of the power issues involved in the classroom (Weedon et al, 2002). Students have ideas about what the job of the teacher should be, and they often see this as involving making judgments about the merit of the students’ work. Therefore taking on ways of working where the students’ ideas about the merit of their own work are valued can upset the usual order and routine of the classroom. Possibly, the best way forward would be to have a system of collaboration, where the teacher gives his input about the expectations of the curriculum and which criteria will be applied in formal assessments. The student would be able to give his input about what he was trying to achieve and how far he thinks he has gone in achieving it, and how it relates to his personal goals. When coming up with the final assessment, which would possibly include a grade, all of these parts could be taken into account in collaboration. It could be a good idea for the student to self-assess his work first, which would then be checked through with the teacher as an exercise in dialogue. This would take up more classroom time than standard summative assessment, and some teachers may feel that it takes away from their teaching time. This could be a concern in a school where there is an accountability culture with frequent high stakes testing. (Stobart,p.159) ‘The real evidence of difficulty comes from the way that formative assessment is so often suspended when examination pressures set in.” While formative assessment, including self-assessment is considered to be a good thing, when teachers feel under pressure to get students through and exam or test then they seem to consider that their time is best spent otherwise. This is despite evidence that self-regulated learners will perform better. For many teachers they see their job, as do the students they teach, as covering the curriculum and preparing for the test. It seems that they need more convincing evidence that formative assessment helps students to learn. In my own experience I have found that often teachers worry that they are not spending enough time on input when they spend more time on other activities like self-assessment. Change is always difficult to bring about, and self-assessment is not going to happen overnight in schools, but would need to be brought in gradually, while teachers see for themselves an improvement in performance.

Another problem that could be encountered with self-assessment is that some students may find it too difficult and will not be motivated by it (Weedon et al, 2002). Also the challenge to think for oneself can be threatening to some students (Black and Wiliam, 1998). Some may be too hard on themselves, demanding unrealistic achievements and the ending up disappointed. Others may be too easy on themselves, and become complacent. However, Black and Wiliam (1998), suggest that this is not a problem, and that students are capable of making appropriate judgments when asked to self-assess. Where they do encounter problems is in knowing and understanding what is required of them. They often have only a vague idea about what constitutes correct work, and it is only possible to assess themselves when they have a ‘sufficiently clear picture of the targets that their learning is meant to attain’ (Black and Wiliam, 1998, p.143). Unfortunately many students do not have such a picture and are used to receiving lessons as an ‘arbitrary sequence of exercises with no over-reaching rationale’ (Black and Wiliam, 1998, p.143). When students do have an overview they become more committed and effective learners. In order to give them this overview the criteria need to be made very explicit. A rubric designed collaboratively could aid this process for example. It could be that self-assessment is largely successful because the student is in direct contact with the criteria and necessarily needs to understand them in order to assess his own work.

My experience of using self-assessment in my own teaching

When teaching fifth grade last year at Marymount International School in Paris, I gave them an assignment on the pros and cons of homeschooling, which I had intended to be summative. We had been spending a considerable amount of time working on paragraphs, topic sentences and closing sentences, and I was expecting to see at least three well organised paragraphs from the students. I was very disappointed and surprised to see that a lot of the work to be handed in had not made allowance for any paragraphs at all, and was written as one long piece of work. I knew the children knew about paragraphs, but they had failed to apply their knowledge in a real-life situation. I decided that there was little point in me marking their work, and instead asked them what they thought I would be looking for when I graded it. They came up with the criteria I was expecting, and it appeared that they all know what they were supposed to do, but had neglected to apply their knowledge. We formulated a rubric together as a class, and spontaneously most of them asked if they could re-do the assignment. I allowed them to do this and most of them came back the next day with excellent, well organized pieces of writing. I then asked them to fill out the rubric we had designed as an exercise in self-assessment. During this whole exercise I had not needed to re-teach to any of them.

This showed me that although they had the knowledge they had not bothered to apply it. I asked myself why and after reading the research on assessment came to the conclusion that they did not see themselves as active participants in their assessment; they were what Dysthe refers to as ‘objects of assessment’. As such they were not motivated to apply their learning. I can only assume that they thought their grade would be based on content and ideas, neglecting that correct paragraph writing is part of the process. Through the discussion of what I would be looking for when marking, the criteria became clearly defined.

The question I am now posing is when is the right time to introduce and collaborate on the criteria? From my experience it seemed to me that they had learned more through their mistakes than they would have learned if I had sent them away with a given set of criteria. Is it true that we learn more through our mistakes than what we get right? This doesn’t mean I think they should be set up for failure, far from it. But I do think a valuable lesson was learned in that they realized how important it is to actually apply what they learn in class; that they are not just learning for the sake of it. They saw the purpose of their learning more clearly. This leads to the question of at which level should the learners become involved in their assessment? Is it best to involve them from the start, when defining the criteria? Or later when they are simply given the criteria? In this case they are passive recipients of the criteria rather than active participants, which would indicate that they would be less likely to learn from the process.

Further Ways in which I can use self-assessment in my third grade class this year

In this assignment I would like to suggest that it is best to design the rubric together, so making the criteria explicit through classroom discussion and collaboration. At this point I think the teacher should have already prepared a rubric using the criteria he wants to assess, this would not be shown to the students at any point, but would be a base for the teacher to work from when discussing the criteria with the students. In my experience when I have designed rubrics collaboratively with my class they come up with more criteria than I would have done on my own, and I have found their criteria to often be relevant and usually useful. It appears that they are more demanding of themselves when asked to assess themselves in this way; they tend to think of all that they should be including in their writing, whereas my focus is narrower. This discussion and collaboration is a very important part of the learning process. Discussions where students talk about their understanding in their own ways are important in increasing knowledge and understanding (Black and Wiliam, 1998). Dialogue with the teacher provides an opportunity for the teacher to understand the student’s thinking and then to respond and reorient it. Care should be taken here so that the teacher does not fall into the trap of looking for and expecting only a particular response; the unexpected and sometimes innovative responses being left to the side. This would lead the student to the belief that they are not required to think out their own answers, and that the exercise is really to work out what is exactly in the teacher’s head. Often dialogue between the student and teacher is in the form of the teacher asking questions, this is often unproductive largely because the students are given too little time to think out a response, so it is either the teacher or a quick-responding student who will answer. The others tend to slip into a passive position where they don’t even bother to think out a response, as they know the answer followed by another question will follow in a few seconds. As a result the teacher is out of touch with the understanding of most of the class, even though he feels he has successfully taught the lesson. To improve this the students could be given more time to respond, or by asked to write down a response, which would then be discussed in a group or with a neighbour before being presented to the teacher. The essential element is that the dialogue between students and teacher should be ‘thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and express their ideas’ (Black and Wiliam, 1998, p.144).

In light of this literature, in order to come up with a set of criteria for the rubric, where all the students have been active, the teacher would set it up so that they would be working in small groups of three or four. Each group would then be required to come up with three things, which they thought should be graded (the criteria). Together with the teacher, they would collate their ideas and so design the rubric, which would be printed out for them, or which they would copy out.

The next stage would be for the students to complete the assignment, and then compare their first draft with the rubric just constructed. The teacher would then check that they had self-assessed fairly, and if necessary have a dialogue with each student about this. One may think that all this is far too time-consuming, but when looked at closely, the only part that takes up more classroom time than traditional summative assessment is the designing of the rubric, and the dialogue with individual students. However, this is the very process that makes the criteria clearer to the students, and this is exactly what the research points to as being most paramount in learning, so it could hardly be called a waste of time.

Now I would like to demonstrate how I have applied this methodology in my current third grade class. I will take the example of a language arts class where the children were learning about writing paragraphs. We had looked at a few models of what made a good paragraph, we had looked at what a topic sentence should be and had seen examples of good topic sentences, and we had looked at the closing sentence and its function, again using examples. The children were then asked to create both topic sentence and closing sentences to unfinished paragraphs. They then had a go at writing their own paragraph about a dinosaur.

They were given feedback on their work, but no grade. With the report cards coming up I decided it was time to grade their work.

I explained to them that the next piece of work would be graded, and that we needed to design a rubric in order to grade this work. I divided them into groups of three or four, and each group came up with three ideas about what was important to grade. We then had a classroom discussion around their ideas, and we designed the rubric together. The next day they wrote their paragraphs from a choice of ideas.

When they had finished I gave them the rubric I had printed out and they used it to self-assess. I took these in, and the following day individually went over them with the students who had discrepancies with the way they marked their paragraph and the way I marked it, in order to reach a common accord.

Using this methodology I was aware that I was giving them every opportunity to get a good grade, and in a way, it felt a little like ‘cheating’. I dismissed this feeling on the grounds that they should have all learned clearly, through practice and self-evaluation, how to write a good paragraph. I felt that I was grading their competence rather than their intelligence.

It is interesting to look at the rubric I had in mind compared to the one we came up with collaboratively.

Rubric I used as a base:

Remembered to indent first word			Forgot to indent
Topic sentence is clear about the main idea, and gets the reader’s attention.	Topic sentence is present, but isn’t very exciting.	Topic sentence is unclear about the real subject of the paragraph. Could be one of two or more ideas.	No topic sentence
All parts of the body are related to the topic sentence.	Most parts of the body are related to the topic sentence.	Only a few parts of the body are related to the topic sentence.	Body part jumps from one topic to another
Interesting closing sentence wraps it up and leaves the reader thinking.	Closing sentence is related to paragraph.		No closing sentence

The rubric that we came up with together also included spelling, word choice and correct capitalization.

When I carried out the exercise in self-assessment it was very encouraging to see that all the students (with the exception of one) had met all of the criteria in the first two columns of my base rubric. However when they looked at their work in relation to the criteria they had added, they found that their word choice was often too simple. I thought that it was interesting that they realized this themselves without me needing to point it out, though it was a little disappointing to note that they didn’t want to go back and improve their word choice, but were content to accept the grade they had already achieved. This could be that word choice is a time-consuming element to change, and they felt that their grade was already satisfactory.

In fact giving them the opportunity to change their work when comparing it to the rubric was not used. I think this could be to do with their young age, and their shorter attention span, but also to do with the success rate that they had reached. It seemed that this lesson had already lasted long enough, and they wanted to move onto something else. What was most apparent was their clear understanding of the criteria in my base rubric.

Conclusion

My own experience of self-assessment has demonstrated how well it can help the learner focus on the standards, and also how it can help motivate the learner. It can also provide more timely feedback, as the student is not waiting for their work to be marked. It would appear that the discussion about what is expected of them is pivotal. This fits in with research that demonstrates how important dialogue is when learning. It serves to demystify the process of assessment, it is no longer something which goes on in the ‘black box’, but has become an exercise in dialogue, where the ‘black box’ is opened up and examined in detail. Students are free to ask questions about what is in the ‘black box’ and so can see clearly the objectives and purposes of their learning. They are then expected to actually apply the elements of the ‘black box’ to their own work. This is really the key element in aiding them in their learning, for they would not be able to do this if they didn’t know understand what was in the ‘black box’. One interesting discovery that I made was that the E.A.L. children in my class scored much more highly than usual using this method. This makes it clear to me that I was really assessing competence, and giving these children an opportunity to perform as well as their Anglophone peers.

Self-assessment is an excellent teaching tool, but I think one should be careful not to over-use it, but to save it for assessing the learning that has happened after a concept has been well-taught, and after the student has had time to practice using the concept. The fact that my 3rd grade students didn’t want to go back and correct their words showed to me that the whole exercise had been rather too long, and could be shortened somewhere, and definitely not over-used. It may be a better idea not to use all the criteria that the students come up with, but stick with the ones I really wanted to meet in this exercise.

I now intend to use self-assessment in my third grade class at the end of units of study, though always with careful planning and thought in order to avoid the tensions that may arise. I intend to solicit their ideas about the criteria, but to only accept the ones I really want to concentrate on for the task in hand.

References

Boud, D., 2000. Sustainable Assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22:22, 151-167

Black, P. and Wiliam, D. 1998. Working inside the Black Box: raising standards through classroom assessment. London:Kings College

Carless, D., Joughin, G., Liu, N. and assoc. 2006. How assessment Supports Learning, Learning-orientated Assessment in Action. Hong Kong University Press.

Dysthe, O., 2004. Balancing Dilemmas in Assessment and Learning in Contemporary Education. London: Routledge, Anton Havnes, Liz McDowell

Gipps, C. 1994. Beyond Testing, Towards a theory of educational assessment. RoutledgeFalmer

Satterly, D., 1981. Assessment in Schools. Oxford: Basil Blackwell

Satterly, D., 1989. Assessment in Schools. Oxford: Basil Blackwell

Stobart, G., Reasons to be cheerful, Assessment for learning

Rust, C., 2002. The impact of assessment on student learning. Active Learning in Higher Education, vol. 3, no. 2, 145-158

Rust, C., 2005. A social constructivist assessment process model: how the research literature shows us this could be best practice, Assessment & Evaluation in Higher Education, Volume 30, Issue 3

Weedon, P., Winter, J., Broadfoot, P., 2002. Assessment: What’s in it for Schools?, London: Routledge Falmer

Ruth Druart's educational portfolio

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mercredi 22 mai 2013

C3 - Fosters positive relationships within the learning community

C1 - Adheres to professional ethical standards

C2 - fosters effective communication

B2 - defines learning expectations and provides timely feedback on performance

B1 - Communicates accurately with students

B3 - Uses appropriate assessment techniques to measure and report student learning

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