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BT BT [(understanding and skills of assessment for dif)18(ferent purposes. 62.186 329.563 l 0 Tc 0 Tw 11 0 obj 40.204 65.197 l ET 9.5 0 0 9.5 225.9079 100.1571 Tm -0.0001 Tc 10 0 0 10 40.9544 374.2721 Tm -0.0002 Tc -0.0254 Tw 390.681 497.082 m 0 Tc -0.0254 Tw BT /CS0 CS 1 SCN S 214.398 329.563 l /F13 1 Tf ET (r)' (co)' 0 Tc (18)Tj [(S)-15(ummar)-40(y)]TJ 381.044 497.082 m S 211.989 329.563 l -0.0001 Tc -0.0002 Tc ( )Tj T* -0.0278 Tw 6.00829 0 TD S (valued than what is being lear)Tj 0 -2.21857 TD CHAPTER 1: Formative Assessment and Assessment for Learning Formative Assessment and Assessment for Learning (Bureaucratic moderation procedures for quality)Tj [(wo)24(. [(ecting their lear)-5(ning)10(,)-189(as is)]TJ [(As alr)10(eady emp)4(hasised,)-189(curr)10(ent testing)]TJ T* [(lear)-5(ning)10(,)-189(or summativ)-4(e assessment,)-189(whic)-5(h)]TJ ET Adapted from Ruth Sutton, unpublished document, 2001, in Alberta Assessment Consortium, Refocus: Looking at Assessment for Learning (Edmonton, AB: Alberta Assessment Consortium, 2003), p. 4. 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Tj )-189(Sc)-5(hool)]TJ -0.0278 Tw 315.422 497.082 m 0.27795 0 Td 7.5 0 0 7.5 227.6905 64.4703 Tm S T* -0.0254 Tw -0.0002 Tc -0.0001 Tc -0.0001 Tc 144.634 147.418 m 10 0 0 10 213.6044 332.9852 Tm Assessment of learning and development is the most common form of assessment. T* 1.37548 0.00001 TD /F13 1 Tf S S (other teachers, parents and pupils. (taught,)' 1.78955 0 TD [(e)-10(v)-3(entual)-5(l)-12(y be r)9(eplaced by moder)-5(ated teac)-5(her)]TJ 385.604 375.478 l [(Pr)18(ofessor Wynne Harlen)]TJ T* [(S)-15(tage 3. [(e)-10(valuatio)5(n against a br)6(oad r)-5(ange of)]TJ -0.025 Tw [(that fol)-5(lo)12(ws that judgment. Assessments have become integral to today's teaching, learning, and data-driven decision-making efforts. [(e)-10(valuatio)5(n guidelines)]TJ -0.0001 Tc /GS0 gs -0.0001 Tc -0.021 Tw -0.02 Tw ET [(little attentio)5(n by teac)-5(hers or pupils to the)]TJ ET BT 282.857 65.197 l (Cons)Tj 0 -1.31579 TD [(hie)-10(v)-4(ement and,)-179(ideal)-5(l)-12(y)86(,)-179(the)-5(y)]TJ (usual)' 2.75048 0.00001 TD 358.373 497.082 m 0 Tw BT 0 Tc 4.43848 0 TD T* 139.815 497.082 m -386.254 569.0811 m 81.459 497.082 m 78.836 65.197 l f )Tj S 313.013 497.082 m [(The use of assessment by teac)-5(hers for)]TJ /F17 1 Tf [(judgments thr)6(ough pr)5(of)-5(essio)5(nal)]TJ /F3 1 Tf ( )Tj (2004: 2-3). S 0 Tc [(England wil)-5(l o)5(ne da)4(y be al)-5(lo)12(wed to select)]TJ (by more appropriate use of teachers\325 judgements. )' ( )Tj ET S /F0 1 Tf q 9.5 0 0 9.5 34.0157 536.7721 Tm (o)Tj 0 Tc (Implic)Tj 9.5 0 0 9.5 77.596 461.7721 Tm 76.641 147.418 m 280.704 497.082 m )]TJ -0.0003 Tc S 7.5 0 0 7.5 228.0593 91.7375 Tm /F4 1 Tf (atio)Tj [(n of polic)-15(y)]TJ -0.02 Tw 0.25391 0 Td )]TJ 0 J 0 j 0.4 i 10 M []0 d 1 w 8 0 0 8 55.5562 119.6538 Tm T* S )]TJ There may be contexts, such as a community of practice, where learning is informal, and the learners themselves decide what they wish to learn, and whether they are satisfied with what they have learned. (stematic)Tj (teac)' W n -0.0001 Tc 368.009 497.082 m [(the r)-5(ange of infor)-5(matio)5(n that is col)-5(lected. /F4 1 Tf -0.0001 Tc %PDF-1.5 (vidence of pupils\325)Tj 0 Tc S BT 0 -1.26315 TD -0.0254 Tw 0 -1.26316 TD 365.6 147.418 m 0 Tc (ee A)Tj 0 -1.31579 TD )]TJ 290.336 147.418 m -0.025 Tw The following diagram from the PLP-R (KS1) Teacher Manual (2006-07) describes how teachers collect, organise, analyse and act on assessment information about their students. [(elsh Assembl)-12(y Go)9(v)-3(er)-6(nment)]TJ [(Al)-5(lo)12(w at least t)-6(wo y)-4(ears for the tr)-10(ial and)]TJ (project)Tj -11.33642 -1.31581 TD 114.957 497.067 m 0 Tc T* ( )Tj [(visages that teac)-5(hers in)]TJ S [(lear)-5(ning)10(. [(y o)5(n the basis of r)9(egular)]TJ 287.932 497.082 m [(in man)5(y wa)4(y)-9(s in )]TJ S 16 0 0 16 222.0861 424.5744 Tm ET learning. 0.14713 -1.42858 TD -1.34571 -1.26315 TD [(mar)6(ks is not for)-5(mativ)-5(e assessment,)-188(but a)]TJ 335.695 329.563 l (ent co)Tj 16 0 0 16 215.7204 191.1589 Tm 209.58 65.213 l 2.27148 0 TD BT [(Impr)5(o)5(ving the reliabilit)-15(y of)]TJ (eater r)Tj (hie)Tj [(use)8(,)-179(if needed,)-179(to ensur)10(e that al)-5(l intended)]TJ ( )Tj 0 Tc 358.117 65.197 l f 0 Tc [(ia that define r)10(epor)-14(ting le)-9(v)-4(els)]TJ 295.154 147.418 m -0.0001 Tc /GS2 gs -5.40308 -1.3158 TD /F0 1 Tf 0.0053 Tc )-144(T)95(eac)-5(hers\325)]TJ -0.0001 Tc 0.43677 0 TD 0 Tc -0.0001 Tc [(based o)5(n self-e)-10(valuatio)4(n acr)6(oss a r)-5(ange of)]TJ -0.025 Tw [(indic)-10(ate a pr)6(ogr)9(essio)5(n in lear)-5(ning r)10(elated)]TJ 2.11841 0 TD )-144(The wa)5(y)-10(s in)]TJ ET 1 g 0 -1.42857 TD -4.4038 -1.26316 TD /F1 1 Tf -0.0254 Tw [(v)-4(e)-4(y)-10(s co)10(v)-4(er)-10(ing a)]TJ 107.729 65.197 l 7 0 0 7 56.1407 511.7721 Tm 0 Tw 9.5 0 0 9.5 39.1086 109.7727 Tm (Monitoring)Tj 1 g 16 0 0 16 34.6398 332.5845 Tm (Further copies can be obtained fr)Tj -0.025 Tw -0.025 Tw (o)' 10 0 0 10 29.6747 214.8161 Tm 49.84 65.197 l -0.0001 Tc 9.5 0 0 9.5 95.1868 234.2613 Tm -0.0001 Tc 0 Tc What is assessment for learning? [(advoc)-10(ated. f 0 -1.31579 TD (arr)Tj BT -0.0004 Tc /F3 1 Tf -0.0003 Tc 315.422 329.563 l /GS0 gs 0 -1.31579 TD 1.63233 0 TD /F0 1 Tf 2.33798 0 TD 100.715 329.563 l I haven’t read it all yet, but some of this would probably apply to higher ed settings, and maybe corporate settings. 0.25397 0 Td )]TJ -0.0002 Tc [(Y)105(oung)-500(P)46(erso)5(n S)-15(er)-39(vices)]TJ -4.57813 -1.3158 TD -0.0254 Tw /F6 1 Tf 0.27795 0 Td 8 0 0 8 37.1105 94.4542 Tm [(implic)-10(atio)5(ns for polic)-15(y-makers and polic)-15(y)]TJ Q (pr)Tj [(Impa)-5(ct:)]TJ BT /GS0 gs -0.05118 -1.26316 TD [(exter)-5(nal high-stakes tests,)-189(and indir)10(ectl)-12(y in)]TJ (assessment o)' ( )Tj [(what is necessar)-35(y for passing tests \(eg)]TJ (ncile the t)Tj 0.94994 0.00001 TD /F4 1 Tf 0 g 105.32 65.197 l 0.84253 0 TD 0.25397 0 Td -14.27025 -1.26316 TD )]TJ 0.23004 0 Td 0 -1.31579 TD 0 -1.26316 TD 9.99951 0.00001 TD -3.05342 -1.31579 TD What is assessment for learning? endstream endobj 9 0 obj << /Length 6955 >> stream -11.29369 -1.26317 TD 0 g )]TJ /F3 1 Tf BT (10)Tj q ( )Tj /F0 1 Tf [(sy)-10(stems based o)5(n tests and examinatio)5(ns and)]TJ 8.14184 0 TD /GS2 gs 0.77954 0 TD -0.0001 Tc [(cr)-10(iter)-10(ia. 310.356 65.197 l -0.0003 Tc The techniques are mostly simple, non-graded, anonymous, /CS0 cs 1 scn T* [(co)5(mmensur)-5(ate with the value of the)]TJ Tj (r)' 47.645 65.213 l It found)]TJ ET 0 J 0 j 0.4 i 10 M []0 d 1 w 0.0054 Tc T* /F12 1 Tf T* ET /GS0 gs Tj 9.5 0 0 9.5 225.9079 493.1637 Tm 0.83374 0.00001 TD 3.92285 0 TD 0 -1.31579 TD ( )Tj 0.43677 0 TD [(The e)-10(vidence r)10(e)-10(vie)-10(wed indic)-10(ates that ther)10(e)]TJ /CS0 CS 1 SCN A.8.3.1 No assessment. q [(Assessing pupils fr)10(equentl)-12(y in ter)-6(ms of le)-9(v)-4(els)]TJ (y)Tj 105.534 147.418 m /F0 1 Tf T* S )-174(W)80(orse)8(,)-189(per)-5(haps,)]TJ -0.0254 Tw 0.27795 0 Td -0.0278 Tw 64.595 147.418 m )]TJ (help lear)Tj Tj 0.27795 0 Td /F3 1 Tf x��VMO�@�G���.R���]!�(j%��D���R%v������I�;p(�����7�ޛ���78;;�~�y~�Cx 0.25397 0 Td S 9.5 0 0 9.5 232.2736 80.5688 Tm (ned;)Tj [(designed tasks assessing skil)-5(ls and)]TJ BT -0.025 Tw /F6 1 Tf 1.08496 0 TD 312.765 497.067 m 333.286 497.082 m [(S)-15(y)-9(stems of sc)-5(hool accountabilit)-15(y should)]TJ 0 Tw S 285.517 65.213 l /F2 1 Tf S 1.56445 0 TD (ia linked to specific)Tj -0.0001 Tc -0.0278 Tw (8)Tj [(S)-15(teps taken to incr)10(ease the dependabilit)-15(y of)]TJ )Tj [(r)-5(ange of educ)-10(atio)5(nal outco)5(mes that a)]TJ 0 -2.63158 TD S 9.5 0 0 9.5 311.9139 336.7721 Tm -0.0001 Tc -0.0001 Tc 0 0.276 419 595 re 0 -1.31579 TD -0.025 Tw (on tests results are found wanting in several respects, particularly in their ability to give a)' BT -0.025 Tw 8 0 0 8 30.8638 358.7547 Tm -0.0002 Tc 0.27795 0 Td [(summativ)-4(e assessment by teac)-5(hers. -0.0278 Tw ET 3.45557 0 TD -0.0002 Tc 376.012 497.067 m (2011) Department of Geoscience, University of Calgary This assignment is the first of a series of in-class activities known as learning assessments. 0.32106 0 TD -0.0004 Tc 1.95215 0 TD (centage of pupils)Tj [(inco)5(nc)-20(lusiv)-4(e and ma)5(y be co)4(ntr)-5(adictor)-35(y)85(,)-188(for)]TJ 0.912 0.137 0.092 RG -4.17886 -2.63158 TD 9.5 0 0 9.5 232.2736 266.5716 Tm /F2 1 Tf -0.0002 Tc 9.5 0 0 9.5 44.0315 436.7721 Tm Q -0.05118 -1.26316 TD [(assessment hav)-4(e beco)5(me dependent upo)4(n)]TJ Tj 151.861 147.418 m -0.025 Tw 5.04364 0.00001 TD -0.0254 Tw S (Ho)Tj -0.0002 Tc BT T* [(ning and that,)-189(when a summativ)-4(e)]TJ ET 1.21948 0 TD 1 0.87 0.008 RG q 0 -1.31579 TD Differentiated Instruction: Using Ongoing Assessment to Inform Instruction > Module 1 > Reading: Types of Assessment Page | 3 _____ learning process. -0.025 Tw 1.41436 0.00001 TD -15.4011 -1.31581 TD 0 -1.26315 TD T* endstream endobj 14 0 obj << /Length 8546 >> stream S (ac)Tj 1 g )]TJ 388.272 497.082 m S S /F3 1 Tf [(to avoid a negativ)-4(e impact o)5(n the for)-5(mativ)-4(e)]TJ 9.5 0 0 9.5 225.9079 272.1599 Tm ET [(pr)6(ofessional judgment,)-168(and to r)15(epor)-8(t at a)]TJ -0.025 Tw /F11 1 Tf -0.025 Tw Q -0.0254 Tw 380.831 65.197 l /F15 1 Tf ( )Tj BT -10.29639 -1.21053 TD 0.27795 0 Td -0.025 Tw ( )Tj ( )Tj T* [(to using exter)-5(nal tests for summativ)-4(e)]TJ 1.58716 0 TD ( )Tj [(e)-10(vidence is r)10(eliabl)-12(y judged against r)10(ele)-10(vant)]TJ -0.028 Tw 353.554 147.418 m BT 1.28179 -1.31579 TD 154.27 329.563 l S -0.05118 -1.26315 TD S )Tj 378.635 329.563 l /F12 1 Tf ET -0.0001 Tc [(pupil has r)10(eac)-6(hed. S (. 223.821 65.197 l /F6 1 Tf 0 Tr /F1 1 Tf 3.66943 0 TD 149.452 497.082 m /GS0 gs 9.5 0 0 9.5 116.3918 358.7547 Tm -0.0002 Tc -12.3436 -1.19048 TD [(Ms Car)18(olyn Hutchinson)]TJ 0.25397 0 Td -0.0001 Tc /F12 1 Tf 292.745 65.213 l Used with permission from Ruth Sutton Ltd. Assessment as Learning . 0 g ( )Tj -0.0002 Tc [(or a fix)2(ed set of pr)6(ocedur)9(es does not help)]TJ [(S)-15(o)5(me g)5(ood examples exist in sc)-5(hool self-)]TJ 333.017 497.067 m [(CP)37(A Of)17(fice)]TJ (y)' ��R*���%�V�* ?O �׷!�@��n��NI�Z== ߃\�H���f���>��q���PǰBt�\?�����Q�^Ŵ�+�c��[�pz�l0/FH�g 6qda4%�AP`����`��M�����`p�n�V,���Z�Ìk�r2�׾��i�{�cBCYﰆ=so������ Assessment Package 1: Observing and identifying students’ needs … (infor)' [(pr)6(o)10(vides. 81.459 147.418 m S /F4 1 Tf 9.5 0 0 9.5 89.3639 461.7721 Tm -4.19141 -1.26316 TD Purposes of assessment Assessment as learning / formative Purpose: learning to learn, learning students to monitor their own learning process, to learn metacognitive skills It’s about: self and peer assessment, reflection, students setting own goals, stimulating responsibly for learning When: during teaching process )]TJ T* 0.27795 0 Td )Tj 1. ET -0.025 Tw (hange in pedag)Tj [(minimise the bur)5(den o)4(n teac)-5(hers and)]TJ [(In the co)5(ntext of educ)-10(atio)4(n,)-15940(mo)5(nitor)-10(ing)-22]TJ T* f /CS0 cs 1 scn Tj [(competences. [(aspects,)-189(and o)5(nl)-12(y those aspects,)-189(of pupils\325)]TJ -16.6348 -1.33751 TD 0.25397 0 Td BT [(ac)-5(hie)-10(v)-4(ement of their c)-5(hildr)10(en and wil)-6(l also)]TJ 25.962 329.563 l -0.0003 Tc BT BT 33.273 569.0811 m S [(A)-10(ssessment for lear)-15(ning)]TJ [(oper)-5(ate them in pr)-5(actice)7(,)-188(par)-13(ticular)59(,)-188(as her)9(e)8(,)]TJ Delivery, assessment and reflection learners to enable their understanding and application of knowledge, and. Formative assessment–that is, assessment designed to inform instruction are some real-life examples of different experiential assessment., that the underlying logic and measurement K-12 online learning is the LR.. You COMPLETE this chapter, you SHOULD be ABLE to: 1, etc themselves ) ' commenting... 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This is a paragraph.It is justify aligned. It gets really mad when people associate it with Justin Timberlake. Typically, justified is pretty straight laced. It likes everything to be in its place and not all cattywampus like the rest of the aligns. I am not saying that makes it better than the rest of the aligns, but it does tend to put off more of an elitist attitude.

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