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 learning. |
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| 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. |
Resources:
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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.
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Learning Reflections
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