Assessment as learning : using classroom assessment to maximize student learning / Lorna M. Earl.

Includes bibliographical references (pages 133-138) and index.

Ch. 1 The Promise and Challenge of Classroom Assessment -- The Educational World Has Changed -- The Power of Classroom Assessment -- Why a Second Edition? -- The Case of Understanding Mathematics Learning and Assessment -- Using This Book -- Ideas for Follow Up -- chapter 2 Situating Assessment Changes -- A Brief History of Assessment -- Looking for Change in all the Wrong Places -- Rethinking Assessment for Real Change -- Purpose Is Everything -- Classroom Assessment and Large-Scale Reform -- Taking Up the Challenge -- Ideas for Follow Up -- chapter 3 Assessment of Learning, for Learning, and as Learning -- Assessment for Learning -- Assessment as Learning -- Assessment of Learning -- Getting the Balance Right -- Ideas for Follow Up -- chapter 4 Spotlight on Learning -- Learning Makes Us Human -- How People Learn -- Learning for Understanding -- Leaning Is Hard Work -- Learning Happens in Context -- Ideas for Follow Up -- chapter 5 Assessment and Learning -- The Contribution of Classroom Assessment to Learning -- Assessment as an Integral Part of Teaching and Learning -- Realizing the Power of Assessment to Optimize Learning -- Ideas for Follow Up -- chapter 6 Using Assessment to Identify What They Believe Is True -- The Case of the Pool Table -- Start With What They Believe Is True -- The Case of the Bog -- Ideas for Follow Up -- chapter 7 Using Assessment to Motivate Learning -- Assessment That Motivates -- The Case of Othello -- Assessment to Reverse Socialization -- Ideas for Follow Up -- chapter 8 Using Assessment to Make Connections -- Curriculum as Visible Targets for Learning -- Plan Learning, Plan Assessment, and Expect the Unexpected -- The Case of Planned Literacy Learning -- Differentiation -- Ideas for Follow Up -- chapter 9 Using Assessment to Extend Learning -- Feedback for Learning -- Rubrics and Exemplars as Tools -- The Case of the Brass Band -- Ideas, Connections, and Extensions (ICE) -- Ideas for Follow Up -- chapter 10 Using Assessment for Reflection and Self-Regulation -- The Case of Jojo -- Students as Their Best Assessors -- Developing Self-Regulating Habits of Mind -- The Case of Choices -- Ideas for Follow Up -- chapter 11 Getting to Assessment for Optimum Learning -- It's About Learning and It's About Time -- The Spirit of Assessment for Learning Requires Conceptual Change -- Think About What You Believe Is True -- Learn About Learning -- Know Your Subject -- Be an Expert Teacher -- Work Together in Collaborative Inquiry -- Don't Give Up, But Be Gentle With Yourself -- Self-Regulation for You Too -- Get the Support You Need -- Put It all Together.

This is a book for teachers and school leaders on formative assessment id est, assessment as learning where 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. It defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. It addresses assessment in the context of what learning is. It 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. It explores how teachers can make the shift to formative assessment by engaging in conceptual change.