Sustainable Learning Inclusive Practices for 21st Century Classrooms

explain how assessment supports effective teaching and sustainable learning

compare and contrast assessment of learning, assessment for learning and assessment as learning

articulate how assessment is embedded in the responsive teaching cycle

distinguish between various assessment approaches and choose strategies that best fit different educational purposes

explain the effects of different feedback types on learning

Teachers’ use of assessment and students’ involvement with assessment practices should support effective teaching and sustainable learning.

Assessment information needs to be made available to learners and their families (whānau) in the form of feedback and reporting so that responsibility for learning is shared and support for self-regulated learning development is provided.

Assessment is ongoing throughout the teaching cycle. All classroom decision-making is based on assessment of learning, assessment for learning and assessment as learning (DEECD 2014).

Assessment of learning is traditional assessment that identifies and measures what has been learnt. This is important but is no longer enough for responsive teachers.

Assessment for learning aims to acknowledge growth and learning, determine achievement, identify current learning needs and necessary adaptations and evaluate the instruction’s effectiveness. It ensures that factors that support and hinder learning are investigated in order to personalise learning.

Assessment as learning is assessment that creates learning opportunities. A formalised type of this kind of assessment practice is known as dynamic assessment.