Assessment for Learning with Young Learners Video Library

This video series has been designed to help make the link between theory and practice. Assessment for Learning, as outlined in Growing Success (2010) and Growing Success: The Kindergarten Addendum (2016) comes alive in authentic classroom settings.  These video segments and accompanying viewing guide can be used by individual educators as well as professional learning facilitators.

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Viewing Guide (Under development)This viewing guide facilitates learning about the assessment approaches shown in the video, and provides support for trying new practices. It contains references, tools and templates, and should be used in conjunction with the viewing of the video. Coming Soon
     
Video Transcript: This document contains a transcript of all of the video segments in this series.   PDF
     
Segment 1: Using Assessment for Learning (7:51 min)
This segment defines assessment for learning and assessment as learning, and introduces specific assessment practices such as identifying, sharing, and clarifying learning goals, developing students’ understanding of success criteria, and providing feedback that can help children become active partners in their learning.
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Segment 2: Planning to Make Learning Visible (11:08 min)
Enabling children to reflect on their learning helps them to understand how they learn, and develops their identities as learners. Educators help children develop these skills by creating a learning-focused environment where both children and adults see themselves first and foremost as learners. A shared understanding of what is to be learned (goals), and what it looks like to learn (criteria), is critical, as this enables children to make their thinking visible to educators, each other, and to themselves. To create this shared understanding, educators begin by identifying learning goals and success criteria when planning learning contexts and activities.

N.B. This video segment includes reference to the Kindergarten program 2010 – 2011 Draft version.  The Kindergarten Program (2016) is the current document to be used by all Kindergarten teachers in Ontario
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Segment 3: Sharing Learning Goals with Students (8:15 min)
Becoming an independent learner is a process that occurs over time and depends on the knowledgeable and purposeful actions of educators who interact with children as collaborative partners in learning and promote a learning culture in the classroom community. Young children are in the early stages of this process which begins with educators sharing, and children knowing, what is to be learned and what it looks like to learn it.
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Segment 4: Developing Success Criteria with Students (13:00 min)
In this segment educators and children together develop success criteria to guide their learning. The process of developing criteria with students conveys to students what it looks like to achieve the knowledge and skills identified in the learning goal. At the same time it provides an opportunity to gather information about what students already know, and what they still need to learn with respect to the identified learning goal. Watch as educators take a variety of approaches to develop students understanding of criteria.
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Segment 5: The Power of Feedback (13:02 min)
Descriptive feedback is among the most powerful influences on learning. In a classroom community focused on learning, both educators and children can become resources for learning as feedback is provided from educator to child, child to educator, child to child, and child to self. This segment shows how educators explicitly teach children how to give feedback and provide them opportunities to practise this critical skill.
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Segment 6: Using Assessment for Learning in Kindergarten (6:44 min)
How educators use goals and criteria in learning impacts children’s perception of themselves as capable learners, and whether children take an active role in learning. This segment dispels the common misconception that goals and success criteria should be provided to Kindergarten students when they are beginning to experience the learning. It shows instead how learning goals and success criteria should be brought to children’s attention as they emerge during the learning experiences.
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Segment 7: Success Criteria in a Play- and Inquiry-Based Learning Environment (7:58 min)
As Kindergarten educators transform the way they design instruction to embrace play and inquiry based learning, a similar transformation is happening with how they think about assessment. In Kindergarten, noticing and naming the learning describes what learning looks like for the educators and the child, and provides a picture of the learning taking place.
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