Assessment for Learning
Assessment of Learning
Assessment as Learning
For this type of assessment, teachers hold conversations with their MLs for the purposes of mutually agreeing on learning goals that link to grade-level content and language standards. Teachers and MLs create or select evaluation criteria, consider appropriate evidence, discuss scaffolding and differentiated support to be used in instruction, and agree on the types of feedback that are helpful and informative for MLs.
This type of assessment is about finding ways to appropriately showcase what students have accomplished and how much they have grown at the end of learning units or school quarters. Teachers across grade levels or content areas can collaborate to determine the evidence necessary for assessing learning targets and find ways of documenting how and to what degree MLs met standards.
This is a student-driven classroom practice that increases MLs' voice, empowerment, and identity. MLs interact with peers in the language of their choosing to investigate topics of interest, collaborate around tasks or activities, self-assess or assess a peer, choose from amongst a selection of modes to communicate their perspectives (oral, written, visual, graphic).
Gottlieb (2016)
