Students, as active, engaged, and critical assessors, can make sense of information, relate it to prior knowledge, and master the skills involved. This is the regulatory process in metacognition. It 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. Assessment as Learning is the ultimate goal, where students are their own best assessors.
from Earl, Lorna (2003) Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks, CA, Corwin Press. Viewed at http://www.ltag.education.tas.gov.au
It seems to me that this model is of great value! I thank Darren for introducing me to it here. I have spent some many years sharing with teachers the concept of assessment of learning and the need for a greater move to assessment for learning but assessment as learning is a new term for me. I think that intuitively I was trying to wrap my practice around it but never seemed to quite catch it. Oh that I had been able to lay out the strategies and categorize assessment as learning years ago. My students and I would have been better learners for it.
I am thinking that this is what Anne refers to when she talks of students reflecting. She has looked at reflecting many times this spring; it's so clear to she and I how important that is; I wonder why those 'in charge" keep missing it. It was something that was never as successful as I hoped in the Teaching Professions program. And now that I've had time to reflect, I'm sure it was because I wasn't asking the right questions and/or scaffolding the experience properly.
I was really excited to see Darren"s scaffolding for his students. IMHO, he has really provided an exceptional structure for his students:
The kids think the "Significant Contribution" is the hard work. This week I've explained to them that the purpose of the "Significant Contribution" is there for a variety of reasons, but mainly to enable them to make their "Constructive Modifications" which is the real hard work. ...
The actual content generated this way may be small, in comparison to a "Significant Contribution," but it requires deep metacognition and critical analysis -- an awful lot of thinking and (hopefully) an awful lot of learning.
I am sure there will be an awful lot of learning going on if his students can move far enough from what I call "get the answer for the teacher mode". I'd be really interested if students are more interested in the significant contribution, not yet really understanding the power of the constructive contribution. I think I'd have difficulty moving students to that level; although now that I've studied his model, I know I'd be more successful. And I have no doubts that Darren has all the skills needed to encourage students in this "risk taking". And I think this is how students view the opportunity at this point since they so rarely experience this kind of learning.
In an earlier post, Darren mentioned his hope students would see the power of collaborative learning. I think the technology of the wiki is perfect for that and should really move the students in that direction.
The editing of others work, in the search to make a Constructive Contribution, will require them to look at several different problems in this way. If nothing else, I hope they walk away from this experience with an appreciation of the powerful learning experiences inherent in collaboration.Clarence adopted the model and found:
These categories of possible contribution seemed to be something that the kids could understand. It gave them a structure of how knowledge building happens, either in strides, or in the drips and drabs of improving what we already know.This is really powerful pedagogy!!! I am so excited to learn of assessment AS learning AND to be on the sidelines watching something really special happen as kids take control of their own learning.