Assessment to Promote Deeper Learning: How strong foundations engage students and propel their learning

Assessment Learning Network, October 7, 2021


The theme for the 2021-22 Assessment Learning Network is leveraging assessment to achieve equitable access and outcomes for all students through an emphasis on assessment practices most relevant to students’ efforts to increase their own learning.

In our first ALN session of 2020-21, Jay McTighe will tackle the topic of understanding what and how to assess in a way that propels learning. Returning to school after learning disruptions and using assessment to support and promote learning requires two things: 

  1. prioritizing the curriculum to focus on the outcomes that matter most and 
  2. planning the curriculum, instruction, and accompanying assessment approaches designed to engage students in deeper learning that endures.  

This session challenges us to consider, “Are we defining learning loss correctly?” Jay then supplies a framework for classroom teachers to use that delineates assessment methods designed to produce the kind of evidence students and their teachers need to support, promote, and achieve learning that lasts. 

Questions Framing this Session 

  1. How should we be defining the problem of uneven opportunities to learn as a result of COVID-19? 
  2. How can we plan to use classroom assessment methods toachieve deeper learning that lasts vs. trying to simply “catch up” or remediate the learner? 
  3. What framework will support a teacher’s planning, understanding, and implementing of assessment methods and choices designed to support and promote student learning? 
Event Resources

Presenter: Jay McTighe

Jay McTighe has co-authored 17 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. Jay’s articles are often found in ASCD publications and Education Week. Wiggins and McTighe popularized the notion of "backwards design" which remains a consistent theme in Jay’s writing and work. Jay has an extensive background in professional development and is a regular speaker at national and international conferences, having worked in 47 states within the United States, 7 Canadian provinces, and internationally in 38 countries on six continents.

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