skills and work habits and of overall expectations through summative assessment tasks. This
evidence is the basis for the evaluation of achievement.
learners and their teachers to decide where the learners are in their learning, where they need to
go next, and how best to get there. The information gathered is used by teachers to provide
feedback and adjust instruction, and by students to focus their learning.
work and that its development can raise standards of achievement.... Indeed [we] know
of no other way of raising standards for which such a strong prima facie case can be
in thinking about their learning. When students actively consider their learning skills and work
habits, as well as their achievement relative to curriculum expectations, they become
encourage students to think about these skills and through direct instruction within the context
of each subject area. By reporting separately on learning skills and work habits, more
information is provided to students and parents about student strengths and next steps for
improvement. This information is more dependable when learning skills and work habits are a
part of the planning, assessment and evaluation cycle, and when students are able to see clearly
that their learning skills and work habits development leads to improved academic achievement.
improve both student achievement and motivation. The illustration inserted on the facing page
was developed as a visual aid for educators to show how planning, assessment, and evaluation
can be used to maximize student learning. While the focus of the current document is evaluation
and reporting of student achievement (shown in the right hand portion of the illustration), we
continue to be committed to working with teachers in the long term to support a deeper
understanding of the entire process and how teachers can best use it to guide their instructional