Key Question:

How can we create lessons that embed the

principles of assessment outlined in the Grow-
ing Success policy document?
Learning Goals:
We are learning to:
Identify what effective implementation of AfL and
AaL looks like in the classroom
Develop a common understanding of the language
of assessment
Develop effective student friendly learning goals
and quality success criteria,
Develop differentiated tasks that align with learn-
ing goals and success criteria
PLACEMAT ACTIVITY 1:
Read the following descriptions of classroom activi-
ties, and decide whether each reflects assessment
for learning, assessment as learning or assessment
of learning.

1. Teacher and Students co-construct the success
criteria for a learning goal in a chat forum or in a
class discussion. (AfL, AaL, AoL)
2. Teachers use a rubric to evaluate a culminating
activity. (AfL, AaL, AoL)
3. Students have an opportunity to look at samples
of anonymous work, and have opportunities to
discuss develop the success criteria in collabora-
tion with the teacher and other students.(AfL,
AaL, AoL)
4. Students discuss the meaning the lessons learn-
ing goal. (AfL, AaL, AoL)
5. A student gives feedback to a virtual elbow part-
ner on how well they self-assessed their work.
(AfL, AaL, AoL)
6. Teacher returns an assignment with only de-
scriptive feedback. (AfL, AaL, AoL)
7. Students do quizzes which the teacher marks
prior to a unit test. (AfL, AaL, AoL)
8. Students traffic light their work before moving
on with the lesson. (AfL, AaL, AoL)
2011 Student Success Summer Program: Differentiated Instruction and Assessment
When implemented well, formative assessment can ef-
fectively double the speed of learning.
Wiliam, 2007
PLACEMAT Handout 2
Assessment for Learning and as Learning:
Continuum of Practices
Learning Goals
Success Criteria
Descriptive Feedback
Peer- and Self-Assessment
Individual Goal Setting
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Assessment for
Learning
Assessment as Learn-
ing
Assessment of Learning
Who is the
active part-
ner?




What is the
information
used for?

How does
the infor-
mation
contribute
to differen-
tiated in-
struction/
assessment ?











PLACEMAT ACTIVITY 3:
In like subject or grade groups (pairs or triads):





Teachers professional judgements are at the heart of effective assessment, evalua-
tion, and reporting of student achievement. (Growing Success p. 8)
PLACEMAT ACTIVITY 2:
1. Create learning goals from an Overall Expectation and supporting Specific Expecta-
tions.
2a) Develop a strategy/task that will provide information for assessment as/for learning
and/or assessment of learning.

2b) Differentiate this strategy/task based on student interests, learning preferences/
strengths or readiness.
3. Develop Success Criteria for
the learning goals.

CONVERSATIONS
PRODUCTS OBSERVATIONS
Finding Out
About Student
Learning
4a) The strategies/tasks developed in #2 will provide
evidence of student learning from which source(s) - con-
versations, observations and/or products?
4b) In what other ways could you use conversations, observations and/or products to
gather information about student progress towards the learning goals?


4c) Select one of these ways (a strategy or task) to differentiate based on student inter-
ests, learning preferences/strengths or readiness.