Assessment FOR Learning | Dr. Valerie Hastings Gregory
Program Description
As leaders we know how critical it is that educators understand whether students are grasping concepts and acquiring the skills being taught. We also know that standardized tests and other summative measures, while important, are not sufficient in providing timely feedback for improved teaching and learning.. Our leverage in making sure each and every student is learning is through ongoing, classroom-based assessments that inform educators and motivate students to take responsibility for their own learning. This workshop features Rick Stiggins' assessment FOR learning approach, clarifies the need for a balanced assessment system, identifies features of high-quality classroom assessments, and defines the leader's role in promoting assessment literacy.Virginia Standard(s) Addressed
Planning & Assessment (ISLLC standard 3) and Instructional Leadership (ISLLC standard 1)Program Goals and Objectives
By the end of this program, participants will demonstrate the ability to:
- Verify how high-quality, balanced assessment practices can improve student learning.
- Identify the features of high-quality, balanced classroom assessment.
- Discern the difference between assessment OF learning and assessment FOR learning.
- Determine and apply a leadership role in promoting assessment literacy.
Program Format
Varied instructional strategies will be used including auditory, visual, and kinesthetic methods. The learning experiences provided are based on Assessment for Learning: An Action Guide for School Leaders by S. Chappuis, R. Stiggins, J. Arter, and J. Chappuis (Assessment Training Institute, 2004). The workshop includes presentation of assessment FOR learning characteristics, concepts, and skills, application through demonstration, and simulated practice in individual and small group settings. Participants also will be provided time for reflection about how to apply assessment FOR learning principles in their schools/divisions.Target Audience
Elementary, middle, high school administrators and teacher leaders.Self-Selection and/or Identification Through School Division
Yes/yes. The training materials may be purchased separately and used for self-study, but group processes are more conducive to transfer to actual practice. Any designation of individual or group performance needs would suffice.Duration of Program
- The full introductory program for leaders takes 1 day, 9:00-4:00.
- Half-day and two-day programs may be facilitated and planned based on specific, identified needs of clients.
Outcomes Measured
- Peer analysis of compared assessment FOR learning characteristics and assessment OF learning characteristics, using a criteria checklist.
- Peer analysis of response to prompt about key features of high-quality classroom assessment using criteria checklist.
- Peer review of a leadership plan to foster assessment FOR learning at the school or district.
Program Evaluation
- Comparison of beginning assessment with end-of-workshop assessment.
- Participant evaluation forms
Contact Information
Dr. Valerie Hastings Gregory
QLD Learning
1028 Ruffin Mill Court
Colonial Heights, VA 23834
W & M Office Phone: 757-221-2414
QLD Learning: 1-800- 700-9535
Email: vhgreg@wm.edu