Assessment

=**Assessment, Evaluation, and Reporting Learning**=

**Assessment For, Of, and AS learning**
**"Inquiry must involve clear standards, continuous feedback, and ongoing teacher and self-assessment which can be used** **to guide and further teaching and learning"** - Linda Darling-Hammond, (2008), __Powerful Learning__

Chapter 11 - Differentiation, Performance Assessment, Mixed Age & Mixed Levels, and Applied Knowledge
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 * [|Assessment in the Inquiry Classroom] - The Galileo Inquiry Learning site provides many helpful ideas in how assessment within the Inquiry classroom should look.
 * [|Assessment FOR Learning] - This information page and video of a High School Teacher's Journey of assessment for learning within his classroom to enhance his practice speaks to the importance of rubric building and some of the differences between Assessment OF and FOR learning.
 * [|Assessment FOR, OF, and AS Learning] - This video takes a look at the use of technology in the classroom and the importance of allowing students the voice in creating rubric criteria for their final projects as they are within the process. It discusses the importance of feedback from not only the teacher, but peers, self, and experts. It is interesting to see how we must slow down this process and really chunk the information in order for it to truly become embedded with and relevant to the learning that is taking place.
 * [|Rubric Development]
 * [|Rubistar] - When you want to use a rubric but don't have the time to begin from scratch. This is a great tool to use with you class. Pop it up on the data projector and create your class rubric together.

There are a number of different student assessment "Inquriy Rubrics" available online. We could have provided you with a variety of links to different pre-made rubrics, but in the true spirit of inquiry based learning, students are to be an integral part of the rubric development process, therefore creating transparent assessment criteria. Anne Davies, Educational author, consultant, and researcher, has said that we "evaluate what we value." Therefore, if students see and are a part of the criteria selection process they are to take more seriously a decision "they" made, rather than one made for them. In involving students within this process, the essence of Assessment FOR and AS learning becomes much more student-directed rather than teacher-directed. It is at this time that the power of Assessment OF learning comes full circle and we can then utilize assessments that will be much more effective as pre- and post- tools to track growth.