>> And I'll just summarize a couple of the key points since you read it.
But things that we talked about in assessment for learning that we're trying
to achieve are getting students involved in the assessment process for a lot
of different reasons that the article described motivation
but also helping them understand their learning and being able to assess their own learning.
The idea is if students can start this the earlier the better and then
that as they develop they're also always aware of what their needs are, they can communicate it
to the teacher when they need help and be able to continually assess themselves.
So involving in the self assessment helps them or sorry involving them
in the assessment helps with assessment.
And the way to move towards this and you guys talked about his
with rubrics is getting the teacher to give meaningful feedback
and helping students understand that feedback along with performances.
Some of-- those are some of the key points.
What would be some of the benefits of assessment for learning in your opinion?
Yes.
>> They feel more responsible for their own learning.
>> Okay, good.
That's a good point so the responsibility for learning that promotes lifelong learning.
>> They improve-- they see their improvements.
>> That's good, yeah, so they're conscious that they're improving, they can see it.
>> The students can know what they actually need to improve
and then it kinda helps the teacher to guide what direction--
>> Sure, yeah. you can't always know what everybody needs 00:01:30.390 And when you have a class of 20 students you can't always know what everybody needs
to be doing so they're able to be part of it then it actually makes your job easier.
>> Also the self-assessment helps them to reflect on their work.
>> Yeah, good, yeah, that idea of reflection.
Vince.
>> It helps connect between-- helps students connect between assessment
and the curriculum and the instruction--
>> Great, yeah.
>> -- which often is not.
>> Yes. Right, right, there is this grade or something that's happening over here and
yet not seeing how that's tied into the class.
>> I think if students actually are involved,
for the most part they've only seen multiple choice questions, they've never written one.
They've only seen these things.
They don't know how to answer them, they don't know how to develop them, and if you know how
to develop them you start seeing oh, this is how this works then you might be able to take
that with less of an effect of the multiple choice having an effect on their answer.
>> Oh, that's a good point.
So that if they're involved in designing the tasks and they're thinking
through the processes that they're needed.
[ Inaudible Remark ]
>> Good, good.
>> They can be autonomous learners.
>> Great, so they'll know how to learn when they're out of your classroom, yeah.
Good, good.
Those are all very good arguments for assessment for learning.