Table B
| What is it...? | So what...? | Now what...? |
Assessment for learning | Ongoing assessment to help the teacher determine how well students are learning and using what they are learning. | This type of assessment provides the information needed for differentiated instruction as we find out what the learner has learned, what still needs to be learned, and how to make that happen. This includes using diagnostic assessments before instruction begins and formative assessments at certain steps along the way to monitor/adjust learning goals. | This helps teachers keep a finger on the pulse of their teaching and their students' learning. For kids with LDs, this means that the teacher can monitor improvements at the student's pace of learning, sliding in new challenges as needed. In my self-contained LD class I have already been warned that there is a lot of diagnostic assessment to do before I will have the information I need to write the IEPs for my students. |
Assessment as learning | Helping children become active participants in the assessment process as they use feedback to adjust their thinking and expand their thinking. | This helps students develop an awareness of their own learning so they can monitor their own progress, set their own goals, reflect, etc. | This helps students become independent learners. Kids with LDs can reflect on their own learning and celebrate as their personal goals are met. Having regular conversations with the students about their learning will help us communicate about how to move them forward. |
Assessment of learning | Summative assessment to determine how well students have accessed the curriculum material. This is information that ends up on report cards. | This is a snap shot in time after a period of learning. It can also be used to inform the next period(s) of instruction. | For students being diagnosed with LDs, this information will inform the team who is recommending and completing the assessments needed to diagnose. |
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