Assessment As Learning

Here’s What (…TC Learning at York)

Earl (2003) describes "assessment as learning" as a metacognitive process that "occurs when students personally monitor what they are learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand" (p. 25).

So What? (…Linking to Practice)

The role of assessment is not simply to evaluate. Assessment is a tool that should be used to identify areas for growth and, importantly, to support a learning plan for upcoming inquiries and specific focus. All feedback is of great value for self-regulating practice and moving ahead to strengthen skills development and understanding.

Now What? (…Suggestions for MT and TC Collaboration)

Both TCs and MTs take pride in the work of teaching.  We all know that it is challenging to receive negative feedback on a task, lesson plan or project into which we have invested much time and effort.  For a practicing teacher, that feedback might come in the form of student disengagement, parent criticism, or Teacher Performance Appraisal (TPA).  For a teacher candidate, interim, summary or conferencing reports, and ongoing verbal or written comments provide feedback.

In all cases, it is important to recognize that all feedback, both positive and negative, empowers us to know

  • what we are doing well,
  • where we are developing skills,
  • what  needs work to demonstrate consistent practice, and
  • what needs significant attention.

While we all hope that feedback we receive will be phrased diplomatically, sometimes explicit and forthright feedback is what we need.  We advise TCs to put any feelings of disappointment aside, then dig deep into both formal and informal feedback to read "beyond the words", using it to identify next steps and set realistic goals for the upcoming term. Learning to do so now will support TCs in becoming effective self-regulated learners who will consistently monitor their own practice in the years ahead.

TIP:

Click here for a strategy that can be used with written feedback reports or with the exit requirements of the program to self assess progress