Denise Krebs's List: Professional Development 2011-12

• Thus, students can chart their trajectory toward the transparent achievement targets their teachers have established.
• The goal of assessment for learning is not to eliminate failure, but rather to keep failure from becoming chronic and thus inevitable in the mind of the learner
• The students' emotional reaction to results will determine what they do in response. Whether their score is high or low, students respond productively when they say, “I understand. I know what to do next. I can handle this. I choose to keep trying.” From here on, the result will be more learning. The counterproductive response is, “I don't know what this means. I have no idea what to do next. I'm probably too dumb to learn this anyway. I give up.” Here, the learning stops.

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