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LDSB |
Secondary Evaluation and Reporting Procedures
2
1
Introduction
Used with skill, assessment can motivate the unmotivated, restore the desire to learn,
and encourage students to keep learning, and it can actually create, not just measure,
increased achievement.
Rick Stiggins (2004)

Research-based changes in philosophy related to assessment and evaluation have prompted a
significant shift in practice for educators in Ontario and throughout the world. A major
principle underlying these changes in philosophy is that assessment can enhance student
learning when it clearly communicates next steps for student learning, and when it leads
educators to adjust their instruction in response to assessment data.
Assessment can be conceptualised three different ways: assessment of learning, assessment
for learning,
and assessment as learning.
The use of assessment to improve student learning and to help students become
independent learners requires teachers and students to acknowledge and enact a
fundamental shift in how they perceive their roles in the learning process. In a
traditional assessment paradigm, the teacher is perceived as the active agent in the
process, determining goals and criteria for successful achievement, delivering
instruction, and evaluating student achievement at the end of a period of learning.... [In
a 21
st
century model for education,]
the teacher acts as a "lead learner," providing
support while gradually releasing more and more responsibility to the student, as the
student develops the knowledge and skills needed to become an independent learner.
Growing Success (2010)