Assessment as Learning

This is a book for teachers and school leaders on formative assessmentui.e., assessment as learninguwhere assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them.Defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. Addresses assessment in the context of what learning is Shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning Explores how teachers can make the shift to formative assessment by engaging in conceptual change

“This valuable resource goes beyond assessment for learning by shifting from the teacher to the student as the key assessor in self-monitoring personal goals and external standards.”

"Lorna Earl's conceptualization of Assessment As Learning makes a major contribution to the work of educators determined to help all learners achieve deep understanding and powerful levels of learning. Grounded in practice, informed by research, and marked by a genuine respect for teachers and the challenges they face, this is a book that all educators will find enormously helpful." -- Judy Halbert, Co-Founder & co-leader "Lorna Earl has provided one of the most readable books about how to use assessment as learning for teachers and students. It just makes sense! While testing is all around us, Lorna Earl shows how it is efficient to use this information to inform our impact, where to go next, and to identify our successes in learning and teaching. She moves the debate away from assessment as good or bad to assessment as a powerful tool when interpreted by teachers to enhance their impact." -- John Hattie, Director, Melbourne Education Research Institute "Despite two decades of work by educators to turn assessment into an activity that helps students to learn better, there is still much work to be done. The focus needs to move away from routines carried by teachers, truly to engage students themselves. It is this fundamental shift that Lorna Earl emphasizes in this excellent second edition of her book." -- Mary James, Professor, Cambridge University "Lorna Earl is an international thought leader when it comes to linking quality assessment to teaching, learning and student success. We are both members of a worldwide community of researchers, teachers, and school leaders intent on advancing our understanding of how to use assessment day to day in the classroom to both promote and verify student achievement. As we collaborate, Lorna points us in the right direction." -- Rick Stiggins, Consultant "Assessment as Learning is an invaluable resource for teacher candidates. It provides an extensive review of assessment theory, research, policy and practise." -- Louis Volante, Associate Professor (Assessment & Evaluation) "In Assessment as Learning, Dr. Earl shares her deep understanding of classroom assessment and her commitment to harnessing its power for student learning. She begins at the beginning, focusing on assessing what students believe is true and using assessment information to help students develop and extend learning from those initial beliefs. Readers should do likewise, asking themselves what they believe is true about assessment and then extending their learning with this book." -- Susan M. Brookhart, Consultant, Brookhart Enterprises LLC "" -- Julie Prescott, Assessment Coordinator

Lorna M. Earl is a director of Aporia Consulting Ltd. and a retired associate professor from the Department of Theory and Policy Studies at the Ontario Institute for Studies in Education of the University of Toronto. She was the first director of assessment for the Ontario Education Quality and Accountability Office, and she as been a researcher and research director in school districts for over 20 years.

Throughout her career, Earl has concentrated her efforts on policy and program evaluations as a vehicle to enhance learning for pupils and for organizations. She has done extensive work in the areas of literacy and the middle years, but has concentrated her efforts on issues related to evaluation of large-scale reform and assessment (large-scale and classroom) in many venues around the world. She has worked extensively in schools and school boards, and has been involved in consultation, research, and staff development with teachers' organizations, ministries of education, school districts, and charitable foundations. Earl holds a doctorate in epidemiology and biostatistics, as well as degrees in education and psychology.

Your key to understanding how formative assessment improves learning.

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