Implications of Assessment for Learning on Teacher and Student Practice:

Project Overview
Instructional leaders (superintendents, principals, vice principals, teachers) in this project conducted
instructional rounds to learn: How do we connect assessment for learning, instructional leadership, and
embedded learning into the culture of our school and board?

Project "Theory of Action”
If students, teachers and principals develop their competencies in learning, implementing and modelling the core practices of assessment for learning, then we will improve learning for all and learn to be autonomous learners.

If teachers and principals exercise instructional leadership through collaborative actions to improve the quality of teaching and learning, then we will improve the quality of assessment and instruction, empower teachers and principals to learn together, improve student achievement, and sustain an assessment for learning culture in classrooms and schools.

Project Summary for Creating an Assessment for Learning Culture:
This project summary details the partnership between Kawartha Pine Ridge District School
Board (KPRDSB), the Ministry of Education, and Queens University’s research group.
Detailed in the document is the process of instructional rounds, and the teacher-principal
Visual Overview of Creating an Assessment for Learning Culture:
This graphic outlines the learning goals of the project, its connection to the Theory of Action,
and the assessment for learning process through Instructional Rounds.


Research Report   
This research has monitored the development and implementation of the Building Capacity in Assessment for Learning (BCAfL) Professional Development Program involving the use of Instructional Rounds with select elementary and secondary teachers in the KPRDSB.
Executive Summary of Key Findings and Recommendations PDF
Full Report PDF

Learning Reflections   

Download {Help}     
Teacher Voices
In this video three teachers from different classrooms share their deep learning that have made a profound difference in their future practice.
Video Transcript
Reflections of Principal-Teacher Learning in the Project
What more than 200 teachers in KPRDSB are saying about: using learning goals, success criteria, descriptive feedback, peer and self-assessment and individual goal setting; creating rich tasks; developing effective questioning strategies; building a community of learners and developing autonomous learners.

Instructional Rounds   
These templates represent models of implementation of Instructional Rounds at the board and school level.
Visual Overview of Assessment for Learning through Instructional Rounds (Board Level) PDF
A model of Instructional Rounds (School Level) PDF

Learning Artefacts   

Planning Template for Learning Goals and Success Criteria
These templates are being used throughout the planning process with teachers to link the curriculum expectations to success criteria and then to the development of rich tasks.