ABSTRACT

When we think about a teacher’s performance in assessment of student learning, it must be more than merely testing students, as well as more than measuring achievement. In fact, teacher skill in the vitally important domain of student assessment “must center not on how [they] assess student achievement but on how [they] use assessment in pursuit of student success.” 1 This chapter focuses on the following questions surrounding teachers’ assessment of student learning:

What does assessment for learning mean?

What does the research say about assessment for learning?

What are research-based quality indicators for assessment for learning?

How can assessment for learning be documented?

What are rating scale options for assessment for learning?