Classroom Assessment for Learning.

Stephen Chappuis · Richard J. Stiggins

221 citations0/0 files storedEducational leadership

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Student Assessment and Feedback Educational Assessment and Pedagogy Educational and Psychological Assessments

Abstract

Imagine classroom assessment as a healthy part of effective teaching and successful learning. At a time when large-scale, external assessments of learning gain political favor and attention, many teachers are discovering how to engage and motivate students using day-to-day classroom assessment for purposes beyond measurement. By applying the principles of what is called assessment for learning, teachers have followed clear research findings of the effects that high-quality, formative assessment can have on student achievement. We typically think of assessment as an index of school success rather than as the cause of that success. Unfortunately, largely absent from the traditional classroom assessment environment is the use of assessment as a tool to promote greater student achievement (Shepard, 2000). In general, the teacher teaches and then tests. The teacher and class move on, leaving unsuccessful students, those who might not learn at the established pace and within a fixed time frame, to finish low in the rank order. This assessment model is founded on two outdated beliefs: that to increase learning we should increase student anxiety and that comparison with more successful peers will motivate low performers to do better. By contrast, assessment for learning occurs during the teaching and learning process rather than after it and has as its primary focus the ongoing improvement of learning for all students (Assessment Reform Group, 1999; Crooks, 2001; Shepard, 2000). Teachers who assess for learning use day-to-day classroom assessment activities to involve students directly and deeply in their own learning, increasing their confidence and motivation to learn by emphasizing progress and achievement rather than failure and defeat (Stiggins, 1999; 2001). In the assessment for learning model, assessment is an instructional tool that promotes learning rather than an event designed solely for the purpose of evaluation and assigning grades. And when students become involved in the assessment process, assessment for learning begins to look more like teaching and less like testing (Davies, 2000).

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References

1989Formative assessment and the design of instructional systems 2010Inside the Black Box: Raising Standards through Classroom Assessment 2000The Role of Assessment in a Learning Culture 2001Classroom Assessment and the National Science Education Standards

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2012Formative assessment at the crossroads: conformative, deformative and transformative assessment 2021A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)2008Assessment for Learning 2015Group-level formative feedback and metadiscourse 2012Language Assessment Literacy 2012Meta‐Analytic Methodology and Inferences About the Efficacy of Formative Assessment 2016Impacts of professional development in classroom assessment on teacher and student outcomes 2009How is Science Learning Assessed at the Postsecondary Level? Assessment and Grading Practices in College Biology, Chemistry and Physics

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