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Assessment for Learning: Monitoring Student Progress
through Classroom-Based Assessment
William G. Brozo and Courtney Gaskins (United States)
Teachers in many countries are familiar with broad-based, schoolwide testing regimens. Typically, these tests are administered near the end of a school year to determine whether students have met certain achievement standards in reading, writing, and math. For classroom teachers, information of this kind often comes too late for them to provide extra or modified instruction for students who fail. In contrast to this approach, which has been called assessment of learning (Stiggins, 2002), assessment for learning is meant to help classroom teachers craft responsive curricula in an ongoing way, to facilitate progress for all students. Ideally, assessment for learning occurs within the context of daily instruction and situated learning activities (Brozo & Hargis, 2003; Brozo & Simpson, 2007). This context allows for a range of classroom-based assessment options that can lead to ongoing improvement of the teaching and learning process.
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Strategic Moves from William G. Brozo