Assessment is an important part of my work because….
it is what makes for good teaching. Until we can help teachers use assessment information to plan the next steps in their students’ learning, formative evaluation/assessment for learning will not deliver its full potential in the classroom.
The current assessment focus of my work is:
My current interest in assessment is connected to my doctoral thesis currently in progress, which centers on assessment for learning, more specifically on the regulation of teaching to support student learning. Within the Francophone literature, the notion of formative assessment or assessment for learning is directly connected to the concept of “regulation”, which can be summarized as on-going adjustments (proactive, interactive and retroactive) to teaching and/or to student learning as determined by students’ learning needs. My thesis also includes the central concept of collaboration among teachers to support the quality of their regulations that include decisions on the next steps for learning (e.g. determining which subconcepts or subskills the student needs to acquire to progress to the next level of learning) and decisions on best teaching or learning strategies to use for that student within the context of that classroom.
You can find out more about assessment in my jurisdiction here:
Assessment policy in Ontario: http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf
Exemplars in writing (Ontario) : http://www.edu.gov.on.ca/eng/curriculum/elementary/writing18ex.pdf
Article on peer assessment (French): http://www.admee2013.ch/ADMEE-2013/7_files/Bourgeois-ADMEE-2013.pdf
Citation – Please refer to information and materials available on this website, in this way:
Fifth International Symposium on Assessment for Learning (April, 2014).
Website International Symposium on Classroom Assessment.
Accessed at: http://assessment4learning.com/