# data[].attributes.headline
The assessment-capable teacher: Are we all on the same page?

# data[].attributes.subject
The assessment-capable teacher: Are we all on the same page?

# data[].attributes.body
This article emphasizes the importance of student involvement in assessment. But to be able to have that happen, there needs to be an assessment-capable system in place before producing assessment-capable students.

Many decisions about assessment are made by adults/teachers for students; not often are students involved in their own learning. If teachers don't share their expert knowledge about what assessment-capability means, students may be at a loss as to where they stand and what criteria they're supposed to meet.

Also, students need to learn how to self- and peer-feedback, to act on that feedback and to find information that detail criteria.

Simply providing students with self-assessment tools is not enough; they have to be given "sustained and supported experiences in questioning and improving their work" (Gipps and McGilchrist, 1999; Sadler, 1989).

# data[].attributes.headline
11 strategies for developing assessment-capable students, and practitioners

# data[].attributes.subject
11 strategies for developing assessment-capable students, and practitioners

# data[].attributes.body
この記事はassessment-capable studentsを育成するための11のストラテジーについて書いてあるが、裏を返せば、assessment-capable practitionerになるための11のストラテジーとも言えると思う。あと、自分はこれができているだろうかというチェックリストとして、定期的に使っても良いのではと思う。

This article describes 11 strategies for developing assessment-capable students, but conversely, I think they can also be seen as 11 strategies for becoming an assessment-capable practitioner. I also think it could be used as a checklist to regularly reflect on whether I am actually doing these things myself.

Prompt: Translate this into English without changing the tone or intent or adding any information.
Translated by ChatGPT (GPT-5), 3 November 2025

# data[].attributes.attachment_link.readable_text
1. Clarify learning goals and success criteria.

Assessment requires reference against something, a standard of achievement or goal for learning, so that it can provide information about the gap between current and desired performance. Make expected learning outcomes explicit through sharing (or co-constructing with students) learning goals and success criteria. Make goals worthwhile, meaningful and challenging, and talk about why this learning is important.Use rubrics, worked examples, and exemplars which illustrate the success criteria, and promote focused discussion to clarify what constitutes quality work. It is usually more effective if students help set the criteria. For example, ask students to analyse a set of exemplars and determine what makes them effective in order to generate success criteria for their own work. Or brainstorm with students what might be important in a given learning intention or activity (such as reading aloud to others). Group common ideas together, and display, use and regularly revise them. Make sure the language of goals and criteria is accessible and meaningful. Remind students of expected components in their work through verbal prompts and posters, checklists, thinking routines and graphic organisers.

2. Create a positive climate.

Make your classroom a non-comparative, non-competitive environment, free of risks to self-esteem, based on co-operation and dialogue. Frame making mistakes and risk taking as positive behaviours and valuable learning opportunities for other students. Normalise mistake making and confusion by modelling your own learning and problem solving. Teach students that seeking feedback from oneself and others is a hallmark of a successful learner. Encourage students to work in friendship pairs and friendship groups.

3. Integrate feedback that enables the student to adjust their actions so they can improve.

Provide substantive, ongoing opportunities for assessment conversations with students. Link feedback to the desired goal and give information about the students' present position in relation to the goal, and what they need to do to meet the goal. Ensure feedback is clear and specific (e.g. "Make sure you give a few hints at the beginning of your story about who is responsible for the crime" rather than "Review the example of an introduction given in class"). Use feedback to enable students to make their own decisions about how to improve their work. Circulate feedback among learners so all learners benefit.

4. Teach students how to access, interpret and use assessment evidence.

Discuss why and how students can go about seeking evidence to improve their learning. Discuss what kinds of feedback are most helpful, and why it can sometimes be difficult to assess their own and others' work. Give students time to give, receive, and reflect on descriptive feedback (and an opportunity for discussion with the teacher), as well as to set and reset their goals and success criteria.

5. Encourage students to use assessment information to improve their work during its production.

Assessment information needs to be available to students while they are working so that students can adjust their performance/production of work. Collaboratively set and check visible intermediate goals towards outcomes as the lesson proceeds. Review student-generated success criteria - is there anything that needs to be added, changed, taken away?

6. Give students time to revise a piece of work once they have received feedback on it.

Emphasise that good outcomes are about effort, and thoughtful improvement, rather than getting it right first time.

7. Engage students as owners of their own learning.

Encourage students to decide what to do to improve their performance and devolve responsibility to them. Consider offering a selection of appropriate moves or strategies. Attempt to create a dialogue with students rather than telling them what they need to do. Direct students to other students who are on the right track. Involve students in decisions about timeframes, for example: "There are five minutes to finish - raise your hand if this is not enough time". Ask students to collect and organise their own evidence of learning, and to thus be accountable for their learning.

8. Build students' assessment skills through peer assessment opportunities.

Peer assessment enables students to develop the skills they need for self-assessment. Students can be more objective appraising someone else's work, as well as gain insights into different ways to approach tasks, and their common problems. Embed peer assessment opportunities into instruction, and teach and model strategies for peer assessment. Show students collections of samples or exemplars and ask them to record what they think is important in the work, as well as one or two things that could be done to improve the work. Ask students the kinds of things they need to look for in other pupils' work. Create loops of dialogue and feedback around the class.

9. Create occasions for students to showcase their work to other audiences

Audiences could include their parents and other classes,through special events or simply by giving students their own personal display area on a bulletin board. Engage students in selecting their work for presentation, and invite them to reflect on what they want this audience to notice about their work. Ask the audience to give some brief feedback - perhaps two things they really liked and one suggestion for improvement.

10. Provide opportunities, and support, for students to engage in self-assessment.

Teach students the language to describe, discuss, and evaluate learning. Display exemplars and ask them to compare their work to the exemplars and decide which sample most resembles their work and why. Support them to interpret and apply success criteria, and give students feedback on their self-assessments. Help students to use self-assessment data to improve their performance. Provide sufficient time for revision after self-assessment.

11. Use summative assessments for formative purposes.

For example, ask students to analyse past papers, or to set questions and mark answers. Get students to reflect on their work in order to plan effective revision, or to rework examination answers in class. Ensure students are the beneficiaries, rather than victims, of summative tests.
...and where you could go wrong

Being the only person in the classroom who knows what the class is trying to learn and what it should look like - this severely hampers students!

Giving numerical scores or grades alongside feedback; students ignore comments when marks are given. Abandon giving marks so that students will better engage in improving work.

Testing at the end of a unit or module when it is too late to work with the results.

Attributing performance to a lack of ability rather than a lack of effort. Comparisons between students and competitive environments encourage low-achieving students to view themselves as low ability, and hence reduce effort.

# data[].attributes.attachment_link.title
11 strategies for developing assessment-capable students - THE EDUCATION HUB

# data[].attributes.attachment_link.description
A systematic look at a series of strategies designed to boost the assessment capability of students.

# data[].attributes.headline
Thoughts about Assessment Capable Learners and Teachers

# data[].attributes.subject
Thoughts about Assessment Capable Learners and Teachers

# data[].attributes.body
Assessment capable learners and teachers understand how assessment supports and use it actively to improve progress. In IB Chinese language teaching, assessment capable students know the learning goals, use feedback to refine their writing or speaking, and reflect on their strengths and next steps. Assessment capable teachers design clear rubrics, share success criteria, and guide students to evaluate their own work using IB standards. For example, after a Chinese oral presentation, the teacher and students review the performance together, discussing pronunciation, fluency, and cultural expression. This shared reflection helps students take ownership of learning and helps teacher adjust instruction to meet learners' needs, making assessment a tool for growth rather than just evaluation.

# data[].attributes.headline
Professor Hattie on Assessment-capable learners

# data[].attributes.subject
Professor Hattie on Assessment-capable learners

# data[].attributes.body
Based on the video, creating assessment-capable learners requires developing assessment-capable teachers. It emphasizes the teachers' understanding of what assessment is, its different types, when to use them, and their goals.

In traditional schools, assessment is mostly, if not entirely, conducted by teachers. Students are not typically regarded as capable of assessing their own learning. This contrasts with the International Baccalaureate (IB) approach, where students are seen as co-collaborators in their learning. In IB, there is regular dialogue about where students are in their learning journey, where they need to go, and how to get there. This process is called ongoing assessment.

I can definitely relate to the idea that in schools, when we don't collaborate, there could be misconceptions about the use of assessment, which directly impacts students' learning.

As Hattie discussed in the video, we need to teach teachers how to implement effective assessment practices so that they can, in turn, teach these skills to their students. It is always important to provide teachers and learners with tools to take action on their learning and teaching.

As highlighted, when we develop students who see themselves as teachers, we achieve the true meaning of assessment-capable learners in action.

In my experience teaching in a Primary Years Programme (PYP) school, it is common to monitor students' learning through conversations, observations, reflection journals, exit tickets, and other tools. However, we are not proficient at using the data to move students forward. I believe there should be more time allocated for planning and collaborating when it comes to using assessment data in our school. These efforts would gradually help us develop both assessment-capable learners and teachers.

# data[].attributes.attachment_link.title
Professor Hattie on Assessment-capable learners

# data[].attributes.body
In this article, processing feedback, assuming the best intentions, being open to change, and learning how to say no are essential in effectively promoting a cycle of student feedback. In my context, I think being open to change is the most challenging. I aim to be more flexible and receptive to student voice and choice and reflected in all types of feedback.

# data[].attributes.attachment_link.description
Regular chances to give feedback can help high school students feel like they have a voice in the class, increasing engagement and buy-in.

# data[].attributes.body
This article describes the importance of creating a cycle of student feedback. I realized that the teacher understands what worked and what did not work in classroom by taking feedback from students. It also makes opportunities for students to have ownership and engage in their learnings. As this author mentions, I agreed that it's harder for the experienced teachers to listen to students' voices because they know what works the best. However, the world is rapidly changing, and as AI improves, the best teaching strategies shift as well. So, in order to maintain the good quality of education, I thought it's crucial that the teachers communicate with the students and take feedback to co-create the contexts. Mai

# data[].attributes.attachment_link.description
Regular chances to give feedback can help high school students feel like they have a voice in the class, increasing engagement and buy-in.

# data[].attributes.headline
Three Key Questions on Measuring Learning-ASCD

# data[].attributes.subject
Three Key Questions on Measuring Learning-ASCD

# data[].attributes.body
This article by Jay McTighe focuses on the following three questions:

1. What matters in contemporary education?

2. How should we assess the things that matter?

3. How might assessment serve learning?

He feels that for what matters in contemporary education knowlege goals show what a student should know from learning. The basic skills in learning should show what the student can do. The understanding element comes from the grasp of the "big ideas" that are taught during instruction. Finally he states that long-term transfer will show the student's capacity to apply what they learned to new situations and different contexts.

McTighe discusses that educators should try assess using performance measures that: 1) apply their learning to a new situation, and 2) explain their thinking, show their reasoning, or justify their conclusion. He also expresses that students should also be a part of the process to show what they are learning.

His final point deals with how assessment can lead to authentic tasks that can influence teaching.

# data[].attributes.body
In this article, the author Alexis Tamony, who is a highly experienced math teacher, is arguing for a reevaluation of grading practices to enhance mathematical fairness and provide students with `redemption opportunities` for missed assignments.

The author was initially supportive of awarding zeros for incomplete work, but has shifted his perspective over 19 years of teaching. He employs a visual analogy of a number line to illustrate the disproportionate impact of zeros on a student's overall grade. Proposing a philosophical shift, Tamony suggests redefining the zero by assigning a floor of 50 to mitigate the punitive nature of failure. By making this adjustment, he argues for a more equitable system that facilitates student redemption and prompts discussions about broader institutional changes.

Despite potential pushbacks, Tamony encourages teachers to engage in conversations with colleagues, fostering a deeper understanding of grading practices.

# data[].attributes.headline
3 Indicators of Assessment-Capable VISIBLE LEARNERS

# data[].attributes.subject
3 Indicators of Assessment-Capable VISIBLE LEARNERS

# data[].attributes.body
This article introduces the concept of Assessment-Capable Visible Learners. These students understand their current knowledge, set goals, choose learning tools, seek feedback, monitor progress, and share knowledge with others. To support this approach, teachers must clarify learning intentions and success criteria, providing transparency about what students are learning. They should also offer diverse learning tools, allowing students to find their preferred methods. Lastly, promoting peer tutoring can enhance learning and knowledge transfer. These changes aim to create more engaged and independent learners, potentially improving the overall school experience.

After reading through this article, I noticed that the concept of Assessment-Capable Visible Learners shares several key principles with the IB programme. For example its links to the learner profiles Students are encouraged to develop a set of attributes that include being reflective, open-minded, and principled. These attributes resonate with the idea of assessment-capable visible learners, as they too emphasize the importance of self-awareness and self-assessment. IB students are expected to understand their strengths and weaknesses and set personal goals, much like the concept of assessment-capable learners.

# data[].attributes.body
This Padlet was set up for you to review two of the resources found here. The review doesn't have to be that detailed - it could be as simple as two stars and a wish. Thanks in advance for sharing your thoughts on the materials here.

# data[].attributes.attachment_link.title
Wakelet - Save, organize and share content

# data[].attributes.attachment_link.description
Save, organize and share content from across the web with Wakelet. Save articles, videos, images, Tweets and more, organize them into stunning collections, and revisit them anywhere, anytime.