Quotes & Sayings About Assessment For Learning

Assessment coordinators need to be knowledgeable about general higher education topics (e.g., student persistence, the cost of higher education, diversity, and student learning); they must also know how those play out at specific institutions. — Kimberly Yousey-Elsener

The use of online assessment tools is giving teachers a more fine-grained understanding of individual students' skills, and assisting them to determine the necessary next steps to enable them to achieve their own learning goals. We are seeing more effective differentiation in classrooms as a result. — Susan Mann

To maintain the harmony of authority and obedience, to chastise the proud, to protect the weak, to reward the deserving, to banish vice and idleness from his dominions, to secure the traveller and merchant, to restrain the depredations of the soldier, to cherish the labors of the husbandman, to encourage industry and learning, and, by an equal and moderate assessment, to increase the revenue, without increasing the taxes, are indeed the duties of a prince ... — Edward Gibbon

But the history of science - by far the most successful claim to knowledge accessible to humans - teaches that the most we can hope for is successive improvement in our understanding, learning from our mistakes, an asymptotic approach to the Universe, but with the proviso that absolute certainty will always elude us. We will always be mired in error. The most each generation can hope for is to reduce the error bars a little, and to add to the body of data to which error bars apply. The error bar is a pervasive, visible self-assessment of the reliability of our knowledge. — Carl Sagan

Just as in sports, becoming an elite performer in business requires struggle, sacrifice, and honest (often painful) self-assessment... Learning how to implement these approaches is often what separates a brilliant thinker from a creative want-to-be. — G. Michael Maddock

Assessment in this spirit does not concern assignment of grades or evaluation of whether instruction was effective. It's assessment designed squarely to feed into the learning process and make the learning stronger. — David N. Perkins

Remembering where and why you fell and learning the lessons well is a good starting point to start all over again with a broaden insight and a renewed fortitude and wit to dare again for victory! — Ernest Agyemang Yeboah

My father once said about being a parent that it is the only thing you do that requires a very long period of learning, and at about the time that you are becoming competent, you don't need the skills anymore. Notwithstanding this modest assessment of their parenting skills, they were wonderful parents. — Michael Spence

Peer-Assessment 25 Peer-assessment helps students in many ways. First, it gives them a chance to compare their own work to that of their peers. This helps them to develop a greater sense of what can be done. Second, it opens up success criteria, ensuring pupils can become more familiar with what they need to do to succeed. Third, it allows students to think of new ideas based on what they see while engaged in the task. You can ask pupils to peer-assess any work produced in class or at home. Just make sure they have a mark scheme or set of criteria to use and that you train them on how to give good feedback (that is clear and focussed on the learning). — Mike Gershon

Study skills really aren't the point. Learning is about one's relationship with oneself and one's ability to exert the effort, self-control, and critical self-assessment necessary to achieve the best possible results--and about overcoming risk aversion, failure, distractions, and sheer laziness in pursuit of REAL achievement. This is self-regulated learning. — Linda B. Nilson

Starting at the bottom is not about humiliation. It's about humility - a realistic assessment of where you are in the learning curve. — Maria Shriver

By 2025, we can expect the world to be completely digital. Paper books will be a thing of the past. Education will be delivered through analytics-based assessment tools and adaptive learning platforms. — Osman Rashid

Those institutes can develop research-based teaching initiatives in which they work with colleagues across the university to tackle problems. They might focus on why certain groups of students (defined by whatever demography) do not achieve the kind of learning expected, or about how to help all students achieve a new level of development. The initiative would refine the questions; explore the existing literature; and fashion a hypothesis about what might work, a program to implement that hypothesis, and a systematic assessment of the result, ultimately contributing to a growing body of literature on university learning. — Ken Bain

On assessment: measure what you value instead of valuing only what you can measure. — Andy Hargreaves

When it comes to assessment, the traditional model of assessment is assessment for learning. What people like to talk about now is that the twenty-first-century model is assessment of learning. But if assessment is merely the way we are able to determine how much learning has occurred, then the ultimate goal is assessment as learning, where assessment occurs in real time and is the process by which people reflect on their own thinking and diagnose how they've changed. There are schools that do this. There's a remarkable school in New Hampshire that, for them, the thing that matters the most is that people who graduate from their school have seventeen specific habits of mind and work - everything from collaboration and leadership to curiosity and wonder. They've developed these really thoughtful behavioral rubrics that break down each of those habits by subskills. — Ken Robinson

Patronizing the Arts is a brilliantly nuanced assessment of why universities must become art patrons. Learning from the twentieth-century university's embrace of Big Science, Garber argues that twenty-first-century universities must rigorously devote their attention to Big Art. Provocative, witty, and layered, Patronizing the Arts cogently demonstrates the advantages for both art and the university in this new and radical alliance. — Peggy Phelan