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//ASSESSMENT//
Meaningful assessment informs instruction by providing information about student learning to the learner, the teacher, and the parent. Assessment occurs in authentic contexts that allow students to show evidence of learning as they make progress and create performances or products. The ultimate goal of assessment is to develop self-directed learners who regularly monitor and assess their own progress.

Assessment is an integral part of learning because it provides the ongoing feedback necessary for effective learning and teaching. This ongoing process, beginning with preteaching diagnostic assessment, provides evidence of students acquiring knowledge as well as applying their knowledge and skills in authentic inquiry. Assessment requires a variety of data-gathering methods, including observations, interviews, interim as well as end products, performances, and collections of student work. Assessment is a spiralling process that involves both learners and teachers (Bruner ).

Thus, authentic assessment begins with pre-assessment and with learners knowing and helping to develop the criteria on which they will be assessed. It continues as students apply established criteria to the real world performances/products they have created. In the most sophisticated learning context, students develop assessment criteria and apply them independently to representations of their understandings, as components of overall assessment FOR/ AS/ OF learning.


 * Reference**: Bruner, J. //Beyond the Information Given//. New York, NY: Norton, 1973.

Manitoba Education Resources to Support Assessment
Manitoba Education. //Assessment and Evaluation Homepage//. Manitoba Education. //Rethinking Classroom Assessment with Purpose in Mind// Manitoba Education. //Communicating Student Learning; Guidelines for Schools. 2008.// //Manitoba Education.// Literacy with Information and Communication Technology. //Assessing, Evaluating and Reporting on Student Progress//.

**Manitoba Education Resources to Support Implementation of Literacy with ICT**
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