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- Vol 2 RE: Chapter 11
- Vol 5 RE: Chapters 1, 2, 4, App B
assessment as learningformative assessmentsummative assessmentfeedback loopsstudent self-regulationassessment criteriametacognitive developmentBook Evidence summaryAt a glance
Earl distinguishes assessment of learning, assessment for learning, and assessment as learning. Summative assessment certifies achievement; formative assessment supplies evidence teachers use to adapt instruction; assessment as learning places students at the centre as active monitors and regulators of their own learning.
Key ideas
Learners develop criteria, interpret feedback, compare current work with desired quality, identify misconceptions, and decide what to do next. The second edition connects these purposes with contemporary accounts of complex learning and illustrates classroom dilemmas, rubrics, lessons, and implementation across contexts. Assessment as learning does not mean leaving students to judge themselves without standards or teaching. Teachers deliberately model metacognition, make quality visible, design informative tasks, question thinking, and create safe opportunities for revision.
Why it matters
Grades alone provide too little guidance and can displace attention from learning. A balanced system uses each assessment purpose intentionally, with particular investment in feedback loops that build learners’ capacity to understand evidence and exercise informed agency.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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