AFL and Growth

Assessment for learning (aka formative assessment) is ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful. This type assessment provides students with the timely, specific feedback they need to make adjustments to their learning. It tells us where students are and where they need to be and how to close the gap between the two. We can assess growth over time, identify patterns, and help students set learning goals.

"In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.” (Dweck, 2015). Years of research have shown that mindset is malleable. This means that by helping students to develop a growth mindset, we can help them to learning more effective and efficient.

Growth and assessment coincide together in a classroom. By providing success experiences, using criteria and standards, discussing growth over time and encouraging perseverance, we are able to use assessment as a tool to nourish growth and learning. As we reinforce that learning and growth, we understand that it is ongoing and we will face challenges and encounter mistakes. Our formative strategies will move our students toward their goals, success criteria and eventual proficiency.