Assessment as Learning: Using Classroom Assessment to Maximize Student Learning

By L. Earl. 2003

885 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/21946414167bf71289669a83a7d31ab06be03156

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In Education

Citations in the corpus

Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice (2014, background): “Earl (2003) suggests a re-configuration of our understanding of assessment practices and locates ‘AaL’ as an essential foundation for both assessment for learning (traditionally and formative assessment) and assessment of learning (traditionally and summative assessment).”
Grading and Differentiation: Paradox or Good Practice? (2005, background): “…(c) providing feedback and adapting instruction to ensure that each student progresses in the most effective and efficient ways possible to master the essentials, (d) assessing outcomes, and (e) making additional adaptations as needed (Earl, 2003; Tomlinson, 1999; Tomlinson & McTighe, in press).”
Assessment literacy development: identifying gaps in teacher candidates’ learning (2010, background): “Current notions of assessment consider assessment as more than a method to measure student achievement, emphasising the use of assessment practices and results as learning tools that promote self-regulated learning behaviour and the use of metacognitive skills (Black and Wiliam 1998; Earl 2003).”
Using data to support educational improvement (2009, background): “Individual schools may lack capacity to understand and use data effectively to inform instructional improvement and student learning (Diamond and Spillane 2004; Earl 2003; Ingram et al. 2004; Mason 2001).”
Searching for stages of teacher's skills in assessment (2014, background): “Formative assessment in particular has been prevalent in the educational discourse over the past decades, shifting the attention towards assessment practices that aid the learning and teaching process (e.g., Brookhart, 2011; Earl, 2003).”
Item-writing rules: Collective wisdom (2005, background): “performance-based, authentic, formative, and informal), the majority of tests that teachers construct themselves continue to follow a paper-and-pencil, objectively scored format (Earl, 2003; Gullickson, 1993; Snow-Renner, 1998).”
Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development (2013, background): “An assessment for learning pedagogy further supports the development of a stance of inquiry as teacher candidates are encouraged to critically assess their experiences and knowledge as the basis for establishing learning goals and plans for continued professional development (Earl, 2003).”