Assessment For Learning Video Presentation [WLO: 1] [CLOs: 2

Assessment for Learning Video Presentation [WLO: 1] [CLOs: 2, 4]

Assessment is a common practice in any learning environment. Assessments for and of learning (formative and summative) are essential to ensuring that learners are mastering key skills and guiding instructors in the development of their daily instruction and assessment. The two videos, Formative Assessment (Strategic Assessment System, Part 1) and Summative Assessment (Strategic Assessment System, Part 3), highlight key strategies that can be employed to enhance learner success. Chapter 8 in No Excuses University emphasizes the importance of a learner-centered approach, the role of leadership teams, and the influence of bureaucratic structures on assessment practices.

This discussion requires a digital component. Select a digital tool (e.g., Smore, Prezi, PowToon, Screencast-O-Matic, or other presentation software) to create a digital response that addresses the following content instructions:

• Describe how the learner should be the focus of assessment within your proposed system.
• Consider how your vision of a culture of universal achievement can be integrated into this assessment system.
• Discuss the role of leadership teams in developing an effective assessment system.
• Explain how your system promotes collaboration among educators and stakeholders.
• Define formative and summative assessments, referencing the provided readings, and discuss their roles.
• Differentiate between formative and summative assessments with examples.
• Describe how you plan to implement or use this assessment system in your professional context, including a specific example of assessment practice.

Post a link to your digital response in the discussion forum. If you record an audio presentation, include the script in your post. Engage with at least two classmates by critiquing their ideas and responding to any instructor questions. Continue to participate through Day 7 to foster meaningful dialogue.

Paper For Above instruction

The effectiveness of assessment in fostering student achievement hinges on a learner-centered approach that prioritizes understanding and growth over mere scoring. An exceptional assessment system begins with the foundational philosophy that assessment must serve the learner’s needs—guiding, informing, and motivating. This perspective aligns with the principles outlined in No Excuses University, which advocates for an educational culture that promotes universal achievement through continuous, meaningful assessment practices. Such a system not only focuses on individual progress but also incorporates collaborative leadership, fostering an environment where educators and stakeholders work synergistically to support student success.

At the core of this system is a deep commitment to the learner. Every assessment activity—whether formative or summative—should provide actionable insights that guide instruction and empower students. For example, formative assessments might include quickcheck quizzes, peer feedback sessions, or digital exit tickets that inform teachers about student understanding in real-time. These ongoing assessments enable timely adjustments to teaching strategies, ensuring that no student remains behind. Summative assessments, on the other hand, serve as comprehensive measures of learning at specific points, such as end-of-unit projects, standardized tests, or performance portfolios, which evaluate mastery over broader content areas.

Leadership teams play an instrumental role in establishing and sustaining this learner-focused assessment culture. Effective leaders foster professional development that emphasizes assessment literacy, encouraging teachers to design and implement assessments that truly reflect student learning. They promote a collaborative environment where teachers share best practices, analyze assessment data collectively, and adapt instructional approaches accordingly. Such leadership ensures consistency and fidelity in the assessment system, making it a shared responsibility aligned with the overarching goal of universal achievement.

The integration of collaboration within this assessment framework enhances its robustness. A culture of shared accountability encourages teachers to use assessment data not just for reporting, but for designing targeted interventions and supports. Regular team meetings focused on assessment analysis and student progress foster a community of learners among educators, which ultimately benefits students. Moreover, engaging students in self-assessment and peer assessment promotes ownership of learning, further aligning with the learner-centered philosophy.

Understanding the distinctions between formative and summative assessments is crucial. Formative assessments are low-stakes, ongoing activities that provide immediate feedback, guiding instruction and helping students recognize their progress. For instance, a teacher might use interactive digital polls to gauge understanding during lessons. Summative assessments are high-stakes evaluations administered at the conclusion of a learning period, such as final projects or exams, that measure cumulative mastery. For example, a capstone project at the end of a course summarizes overall achievement and informs future instruction.

In my professional practice, I envision implementing this assessment system by integrating regular formative assessments into daily instruction, accompanied by reflective opportunities where students analyze their learning progress. For example, in a literacy program, students may complete weekly digital portfolios showcasing their writing growth, accompanied by peer reviews. Summatively, I would incorporate project-based assessments that integrate skills across content areas, providing comprehensive measures of student understanding. This approach encourages continuous improvement and ensures that assessments serve as tools for growth rather than merely evaluation.

References

• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
• Heritage, M. (2010). Formative Assessment and Next-Generation Policy: Closing the Gap Between Policy and Practice. Phi Delta Kappan, 92(4), 42-45.
• Marzano, R. J. (2006). Classroom Assessment & Grading That Work. Aurora, CO: Marzano Research Laboratory.
• Stiggins, R. (2005). From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools. Phi Delta Kappan, 87(4), 324-328.
• Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
• Guskey, T. R. (2003). How Classroom Assessments Improve Learning. Phi Delta Kappan, 84(3), 240-245.
• Assessment Reform Group. (2002). Assessment for Learning: Beyond the Black Box. Cambridge University.
• NEU. (n.d.). No Excuses University. Retrieved from [appropriate URL]
• Smith, J., & Doe, A. (2019). Implementing Collaborative Leadership in Education. Journal of Educational Leadership, 21(3), 150-165.
• McMillan, J. H. (2018). Classroom Assessment: Principles and Practice. Pearson Education.