Five Elements for Assessment Design and Use to Support Student Autonomy
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Educators are rethinking the purposes, forms, and nature of assessment. Beyond testing mastery of traditional content knowledge—an essential task, but not nearly sufficient—educators are designing assessment for learning as an integral part of the learning process.
By Andrew Calkins, David Conley, Margaret Heritage, Nicole Merino, Raymond Pecheone, Linda Pittenger, Denis Udall, and Justin Wells
This brief from the William and Flora Hewlett Foundation Assessment for Learning Working Group presents research showing that, when the concepts of student autonomy and assessments' role in that development are explored, implemented, and measured, students will become more competent and confident learners ready to handle challenges in academics, the workplace, and civic life. The brief also offers examples of student autonomy and initial proof of viable concepts. Finally, we leave the reader with discussion questions to prompt consideration of related issues of policy and practice.
The five elements:
- Provide accessible and actionable information that supports further learning
- Be understood, embraced, and valued by students as authentic and worthwhile
- Align with curriculum and instruction to support knowledge transfer
- Create opportunities to build strong identities
- Promote equity
July 2018