Introduction:
As an educator, my mission is to empower students to become self-directed learners and proficient self-assessors. This strategy plan is designed to guide the implementation of Assessment of Learning (AoL), Assessment as Learning (AaL), and Assessment for Learning (AfL) methodologies, inspired by authentic resources and research. By leveraging these approaches, I aim to cultivate an environment where students take charge of their learning journey.
Step 1: Building Metacognitive Awareness
I will commence by introducing students to the concept of metacognition and its relevance to self-directed learning (Schraw, 2001). Through interactive activities and discussions, students will explore how understanding their learning processes enhances their ability to assess their own progress.
Step 2: The Foundations of Assessment
Drawing insights from Chappuis et al. (2011), I will provide a clear framework of AoL, AaL, and AfL. Sharing resources from the National Forum for the Enhancement of Teaching and Learning will help students grasp the significance of diverse assessment strategies.
Step 3: Assessment for Learning (AfL) Strategies
Implementing AfL practices involves regular formative assessment, timely feedback, and the use of varied tools. I will incorporate techniques like peer assessment, self-assessment, and reflective journals, guided by examples from Earl and Manitoba School Programs Division (2006).
Step 4: Assessment as Learning (AaL) Techniques
Inspired by Harapnuik (2020), I will engage students in setting personal learning goals and tracking their progress. By sharing a YouTube video showcasing student testimonials on the power of AaL, I will highlight the transformational impact of this approach.
Step 5: Assessment of Learning (AoL) Integration
To seamlessly integrate AoL, I will design summative assessments aligned with learning objectives. Examples from Alberta Education's resource on Types of Classroom Assessment will illustrate various assessment methods, promoting a holistic understanding.
Step 6: Metacognition in Action
Through engaging exercises, I will guide students to reflect on their learning journey and articulate their evolving self-assessment skills. This process aligns with Fenwick and Parsons' (2009) approach to evaluation and reflection.
Step 7: Personalized Feedback Loop
Regular and constructive feedback is pivotal. I will provide students with individualized feedback, encouraging them to critically assess their work against established criteria (Sparks, 1999).
Step 8: Cultivating Lifelong Learning
Inspired by McNamee and Chen (2005), I will demonstrate how the integration of assessment and teaching bridges the gap between understanding and application. Students will witness the practical implications of their acquired knowledge.
Conclusion
By integrating AoL, AaL, and AfL, I aim to nurture a generation of self-directed learners. The strategic combination of authentic resources, interactive techniques, and real-life examples will empower students to become adept self-assessors and lifelong learners.
References
Chappuis, J., Stiggins, R. J., Chappuis, S., & Arter, J. (2011). Classroom assessment for student learning: Doing it right-using it well. Pearson Upper Saddle River, NJ.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
Earl, L. M., & Manitoba School Programs Division. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning. Manitoba Education, Citizenship and Youth.
Fenwick, T. J., & Parsons, J. (2009). The art of evaluation: A resource for educators and trainers. Thompson Educational Publishing.
McNamee, G. D., & Chen, J.-Q. (2005). Dissolving the Line between assessment and teaching. Educational Leadership, 63(3), 72–76.
Harapnuik, D. K. (n.d.). Assessment OF/FOR/AS Learning. It’s About Learning Creating Significant Learning Environments. Retrieved December 24, 2020, from https://www.harapnuik.org/?p=8475
Schraw, G. (2001). Promoting General Metacognitive Awareness. In H.J. Hartman (Eds.), Metacognition in Learning and Instruction (pp. 3-16). Neuropsychology and Cognition, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2243-8_1
Sparks, D. (1999). Assessment without victims: An interview with Rick Stiggins. Journal of Staff Development, 20, 54–56.
Types of Classroom Assessment (Assessment). (n.d.). https://www.learnalberta.ca/content/mewa/html/assessment/types.html