It is not only the students who benefit from classroom assessment; teachers do too! We know that assessment for learning is a new way of thinking for many people. We want to support you in your learning journey and learn from you as well. (... continues below video ...)

The traditional approach to teaching seems to miss some important steps between telling students what they are responsible for learning and evaluating how well they have learned it. What about where they do the actual learning? Classroom assessment helps educators become more involved in the students' learning processes.

Comparing "OF" and "FOR"

	Assessment of Learning		Assessment for Learning
	Checks what has been learned to date. Checks learning to decide what to do next. Is designed for those not directly involved in daily learning and teaching. Is designed to assist teachers and students. Is presented in a formal report. Is used in responding to student work and in conversation. Usually summarizes information into marks, scores or grades. Usually detailed, specific, and descriptive feedback in words and in relation to criteria that has been set. Usually compares the student's learning with either other students or the 'standard' for a grade level. Usually focused on improvement, compared with the student's 'previous best' and progress toward a standard. Does not need to involve the student. Needs to involve the student (the person most able to improve the learning)

How Educators Learn to Make Classroom Assessment Work for Them

There are many ways to start making assessment for learning part of your personal approach to teaching. There are excellent books listed here that introduce the subject and many that take it deeper. There are also learning opportunities, such as seminars, workshops, and conferences, where a qualified guide can lead you towards a successful implementation of classroom assessment practices.

Learning can be self-facilitated by individual schools or districts, using "do-it-yourself" resources available here, which include step-by-step instructions and specialized tools, such as video training segments for groups.

We have found that the learning takes root when it is received over a period of two to three years. Teachers then have opportunities to learn and practice new concepts and debrief their learning with their peers.

What is needed is a shift in thinking and in practice, and this simply does not happen overnight. However, there are things you can do RIGHT NOW which will make a difference for both you and your students. Click the link below to find out how!

Next: Getting Started

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