Assessment in Alberta: Discussion Paper

Research Base

(See Bibliography for source information)

A substantial research base supports the role of assessment for learning in nurturing critically thoughtful learners. Along complementary lines, research in critical thinking highlights the importance of teaching critical thinking not simply as a skill among many others to be taught; rather critical thinking should be seen as a methodology that is infused throughout the curriculum. The work of Wiggins and McTighe brought to the forefront the importance of linking assessment with curriculum. Curriculum, assessment and critical thinking are complementary to one another and create a natural forum for discussion and planning.

The Alberta Assessment Consortium visual (Figure 1) incorporates leading research-based classroom assessment practices that align with the Principles for Fair Student Assessment Practices in Canada.  

Key questions emerge from this visual to guide the discussion of social studies assessment in Alberta:

• Question 1: What will students learn?
• Question 2: How will we know learning has
  occurred?
• Question 3: How will we collect and provide
  evidence of learning?
• Question 4: What activities will enable students to learn?
• Question 5: How does formative assessment (assessment for learning) nurture critically thoughtful students and prepare them for success?
• Question 6: How will students receive and use feedback?
• Question 7: How can summative assessment (assessment of learning) enrich the learning process?
• Question 8: What is the role of student reflection and goal setting?

Figure 1: Assessing Student Learning in the Classrooom.  Click to Enlarge