All teachers are familiar with the phrases assessment for learning and assessment of learning. It’s a nice distinction, but I wonder if it goes far enough.
In Te Whariki, if you turn to the assessment section, there is this rather lovely sentence
“Assessment will be a mana-enhancing process for children, parents and whānau, conducted in ways that uphold the empowerment | whakamana principle.”
Assessment as a mana-enhancing process? We’re talking about the learner here, aren’t we. So much that happens in assessment in schools is about where the learner is in relation to something - a standard, their peers, our expectations. For many of our kids, there isn’t too much that’s mana-enhancing about the process.
What if we spoke of assessment being either for growth or for judgement instead? There’s a place for both, but I think the former is more important. The distinction is crucial because it signals what we are working to protect:
assessment for growth, with it’s emphasis on mana-enhancement, works to protect the learner and their potential.
assessment for judgement protects the standard and it’s integrity.
Happy well-earned holidays everyone. I hope you all get a genuine break.