WEBVTT 00:00:00.510 --> 00:00:03.510 >> And I'll just summarize a couple of the key points since you read it. 00:00:03.510 --> 00:00:07.510 But things that we talked about in assessment for learning that we're trying 00:00:07.510 --> 00:00:14.100 to achieve are getting students involved in the assessment process for a lot 00:00:14.100 --> 00:00:17.120 of different reasons that the article described motivation 00:00:17.120 --> 00:00:21.580 but also helping them understand their learning and being able to assess their own learning. 00:00:21.580 --> 00:00:25.870 The idea is if students can start this the earlier the better and then 00:00:25.870 --> 00:00:29.920 that as they develop they're also always aware of what their needs are, they can communicate it 00:00:29.920 --> 00:00:33.800 to the teacher when they need help and be able to continually assess themselves. 00:00:33.800 --> 00:00:38.150 So involving in the self assessment helps them or sorry involving them 00:00:38.150 --> 00:00:39.830 in the assessment helps with assessment. 00:00:39.830 --> 00:00:44.620 And the way to move towards this and you guys talked about his 00:00:44.620 --> 00:00:48.370 with rubrics is getting the teacher to give meaningful feedback 00:00:48.370 --> 00:00:52.720 and helping students understand that feedback along with performances. 00:00:52.720 --> 00:00:55.940 Some of-- those are some of the key points. 00:00:55.940 --> 00:01:00.300 What would be some of the benefits of assessment for learning in your opinion? 00:01:00.300 --> 00:01:02.930 Yes. 00:01:02.930 --> 00:01:05.930 >> They feel more responsible for their own learning. 00:01:05.930 --> 00:01:06.650 >> Okay, good. 00:01:06.650 --> 00:01:10.360 That's a good point so the responsibility for learning that promotes lifelong learning. 00:01:10.360 --> 00:01:14.330 >> They improve-- they see their improvements. 00:01:14.330 --> 00:01:18.240 >> That's good, yeah, so they're conscious that they're improving, they can see it. 00:01:18.240 --> 00:01:21.640 >> The students can know what they actually need to improve 00:01:21.640 --> 00:01:25.620 and then it kinda helps the teacher to guide what direction-- 00:01:25.620 --> 00:01:26.310 >> Sure, yeah. 00:01:26.310 --> 0 students 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 00:01:30.390 --> 00:01:34.400 to be doing so they're able to be part of it then it actually makes your job easier. 00:01:34.400 --> 00:01:39.520 >> Also the self-assessment helps them to reflect on their work. 00:01:39.520 --> 00:01:41.580 >> Yeah, good, yeah, that idea of reflection. 00:01:41.580 --> 00:01:41.780 Vince. 00:01:41.780 --> 00:01:46.410 >> It helps connect between-- helps students connect between assessment 00:01:46.410 --> 00:01:48.600 and the curriculum and the instruction-- 00:01:48.600 --> 00:01:49.440 >> Great, yeah. 00:01:49.440 --> 00:01:50.680 >> -- which often is not. 00:01:50.680 --> 00:01:54.250 >> Yes. Right, right, there is this grade or something that's happening over here and 00:01:54.250 --> 00:01:56.450 yet not seeing how that's tied into the class. 00:01:56.450 --> 00:02:00.110 >> I think if students actually are involved, 00:02:00.110 --> 00:02:03.850 for the most part they've only seen multiple choice questions, they've never written one. 00:02:03.850 --> 00:02:05.830 They've only seen these things. 00:02:05.830 --> 00:02:08.780 They don't know how to answer them, they don't know how to develop them, and if you know how 00:02:08.780 --> 00:02:13.630 to develop them you start seeing oh, this is how this works then you might be able to take 00:02:13.630 --> 00:02:18.340 that with less of an effect of the multiple choice having an effect on their answer. 00:02:18.340 --> 00:02:19.210 >> Oh, that's a good point. 00:02:19.210 --> 00:02:22.620 So that if they're involved in designing the tasks and they're thinking 00:02:22.620 --> 00:02:24.770 through the processes that they're needed. 00:02:24.770 --> 00:02:24.840 [ Inaudible Remark ] 00:02:24.840 --> 00:02:25.990 >> Good, good. 00:02:25.990 --> 00:02:28.850 >> They can be autonomous learners. 00:02:28.850 --> 00:02:32.430 >> Great, so they'll know how to learn when they're out of your classroom, yeah. 00:02:32.430 --> 00:02:33.080 Good, good. 00:02:33.080 --> 00:02:37.530 Those are all very good arguments for assessment for learning.