Assessment for Learning, not just of learning
On Assessment for Learning Fall 2004© 2004 Grant Wiggins1© 2004 Grant Wiggins 11/20041Grant Wiggins on assessment
Fall 2004Assessment for Learning,not just of learning© 2004 Grant Wiggins 11/20042Assessment Reform5 key ideas:Helping everyone understand excellence and improveis the primary goal of assessment. The secondary goal isto formally report out.There is a moral imperative: the student is entitled totests that teach—greater transparency, authenticity &feedbackFeedback is central to learning—so, assessment (andunit) design must optimize feedback and its useKnown Core Tasks and Rubrics (along with “anchors”)represent the key to an effective and transparentfeedback system, with agreed-upon models and criteriaThe system must be credible to key constituencies:teachers, parents, students, receiving institutions© 2004 Grant Wiggins 11/20043To be transparent it must be
open and demystified:Transparency means –Key “tests” known in advance, as in the widerworldRubrics for all key standards, known andregularly used in local assessment - includinglongitudinal rubrics for charting progress overtime; and local grades linked to standardsPublic and studied samples of Work along twocontinua – both quality of work & sophistication –established system-wideStudents taught the way we train AP or stateportfolio readersOn Assessment for Learning Fall 2004© 2004 Grant Wiggins2© 2004 Grant Wiggins 11/20044To be credible it must be
“triangulated”:Credibility through being mindfulof the need for –Disinterested AssessorsVariety of evidenceReliable/consistent scoringApt tasks, criteria, & standards© 2004 Grant Wiggins 11/20045Core Premise:The primary aim of assessmentis to improve student performance,not merely audit it via grades onsimplistic tests© 2004 Grant Wiggins 11/20046Reform mantraAssess what we value,and value what we assessMoving beyond -”Test what is merely easy anduncontroversial to test and grade" "Teach, test, and hope for the best"On Assessment for Learning Fall 2004© 2004 Grant Wiggins3© 2004 Grant Wiggins 11/20047The mantra of Backward
Design in UbD:“Think like an assessor,not a ‘teacher’ or activity designer!!”The key to better design is deriving lessons from
learning goals, and feedback against goals in transfer
tasks; not merely interesting work, focused on contentAsk: What do the desired learnings/abilities imply for
the evidence we need to collect, provide feedback
about, and ‘teach to’?© 2004 Grant Wiggins 11/200481. Identify desired results 2. Determine acceptable evidence3. Plan learning experiences & instruction3 Stages of
(“Backward”) Design© 2004 Grant Wiggins 11/20049Identify content Brainstorm activitiesCome up with an assessment andlink it to some general goalTypical Error in DesignWithout checkingfor alignmentOn Assessment for Learning Fall 2004© 2004 Grant Wiggins4© 2004 Grant Wiggins 11/200410Backward Design logicSTAGE 1: If the desired results are for learners
to...Understand that...Be able to handle such challenges as...STAGE 2: then, you need evidence of the
student’s ability to...[General evidence needs, regardless of task specifics]STAGE 3: so, the learning activities must
involve...© 2004 Grant Wiggins 11/200411Stage 2 is the essence of
backward design & alignment“Measure what we value,value what we measure”Derive the required
assessments from the
complex performances
explicit or implicit in the
‘big ideas’ and ‘core
tasks’ at the heart of the
discipline© 2004 Grant Wiggins 11/200412An implication for the nature
of feedback givenWe must ensure that students getfeedback against the ultimate tasks oftransfer, not primarily on our testsand quizzes of contentContrast arts & athletics with most
classroom feedback: the performance, not
the sum of the exercisesOn Assessment for Learning Fall 2004© 2004 Grant Wiggins5© 2004 Grant Wiggins 11/200413to teach for understanding is to
coach for transferTransfer requires…tasks with minimal cues and scaffolding, unlike
typical test items: can the learner consider and judge
which knowledge & skills are required here?Local/classroom assessment is consistently too low-level
and narrow – not focused on transfer, but ‘plugging in’Learning how to adapt, grapple with new or
unfamiliar elements, uses, or obstacles - i. e. teachthem how to learn, transfer – “to know what to do when they
don’t know what to do”We still fail to honor what Bloom et al say about
analysis and synthesis.There must be local assessment standards and oversight© 2004 Grant Wiggins 11/200414What assessment for
‘understanding’ impliesBloom and common sense say:Your thinking and support, not just your answer - “showyour work”, the dissertation and its defenseThe ability to apply what you have learned to a novelproblem or situation - transfer-abilityBeing able to perform, on your own, with minimalprompting - to do the subjectThe ability to adjust, as needed, in situations, againstfeedback - as part of the assessmentThe ability draw inferences, on your own: generalize,compare & contrast, etc.The ability to argue/critique/evaluate the work of others aswell as one’s own© 2004 Grant Wiggins 11/200415What Bloom actually said…"Application is different from simple comprehension: thestudent is not prompted to give specific knowledge, nor isthe problem old-hat.""Ideally we are seeking a problem which will test the extentto which the individual has learned to apply an abstraction ina practical way.”The evaluation of analysis abilities and skills requires thatstudents demonstrate the appropriate behavior in a newproblem or situation. Otherwise they would be doing nomore than revealing their memory or knowledge."In 'synthesis'...the performer wishes to achieve a given effectin some audience.... The student should have considerablefreedom...to determine the materials or elements...andfreedom to determine the specifications which the synthesisshould meet."On Assessment for Learning Fall 2004© 2004 Grant Wiggins6© 2004 Grant Wiggins 11/200416Analysis, in reading…In a real sense, analysis requires the student to‘see’ the ideas and devices employed in adocument, which can only be inferred from whatthe author has done…The ability to infer the author’s purpose, or traitsof thought and feeling as exhibited in the workThe ability to recognize tone, mood, attitude of theauthorThe ability to recognize form and pattern inliterary worksAbility to recognize point of view or bias of anauthor© 2004 Grant Wiggins 11/200417Core tasks are key to
prioritized learning for transferDefined: “The most important complexperformances, in realistic contexts, ineach field”Ask:What does it mean to do the subject, to have your
knowledge ‘tested’ in the world?What are authentic options, constraints, andopportunities available in such work?What are the key genres of performance in your
subject(s)? What might be the ‘decathlon’ in yourprogram area, that might anchor the curriculum?© 2004 Grant Wiggins 11/200418Consider goals related to big
ideas in mathEssential Questions:Which measures of central tendency are mostappropriate in this situation? How do you know?What is fair? How can math help us answer thequestion (and not help us)?Transfer Task:Transfer your knowledge to an interesting andcontextualized problem, related to measures ofcentral tendencyKnowledge:Students will know the meaning of mean, median, mode, standarddeviation, etc.On Assessment for Learning Fall 2004© 2004 Grant Wiggins7Class rankClassAClassBClassCClassD14612297353111014841213181552016191762122233172524283382627303692934323710353941381143404446124542475113494850551454525627156153605816656263591769666467187072*681971**7320***74Intro problem: Four
7th-grade classes had a
race of all the students.• Devise as many ways
as you can to determine
a fair ranking of the 4
classes, given the
individual runner
results in the table.• Summarize the 2-3 top
ways you think would
be most fair, and be
prepared to discuss…Individual ranking of runners in a 2-mile raceof all 7th-grade students in the schoolUNIT: What is Fair?© 2004 Grant Wiggins 11/200420Final task in the unit on
mean/median/modeSo, what is a fair grade?Based on our study in this unit of variousmeasures of central tendency, and the pros andcons of using “averages” (and other suchmeasures) in various situations, propose anddefend a grading system for use in this class. Howshould everyone’s grade in class be calculated tobe most ‘fair’? Why is that system more fair thanthe current system (or: why is the current systemmost fair?) Your grade for the term will becalculated by the system you propose, if you makea good case that it is a fair measure of yourperformance!© 2004 Grant Wiggins 11/200421Framing a MS course in
World History - by tasks:1. The design of a tour of the world’s most holy sites2. The writing of a Bill of Rights for use in Afghanistan, Iraq, and
other new democracies3. Maps of population and resources: what’s the relation between
resources, wealth, and health?4. Collect and analyze media reports from the Internet on other
countries’ views of US policies in the Middle East. Do we understand
the issues? Brief the president…5. Take part in a model UN on the issue of terrorism: you will be part
of a group of 2-3, representing a country, and you will try to pass a
Security Council resolution on terrorism6. India and outsourcing: to what extent is the global economy a
good thing for America? India? India’s neighbors?On Assessment for Learning Fall 2004© 2004 Grant Wiggins8© 2004 Grant Wiggins 11/200422Assessment of Understanding
via the 6 facets (UbD)i.e. You really understand when you can: explain interpret apply & adapt see from different perspectives show empathy reveal self-understanding155ff–from Understanding by Design, Wiggins & McTighe, ASCD© 2004 Grant Wiggins 11/200423Assessment of Understanding
via the facetsi.e. You really understand when you can: explain, connect, systematize, predict it show its meaning, importance apply or adapt it to novel situations see it as one plausible perspective among others, question its
assumptions see it as its author/speaker saw itavoid and point out common misconceptions, biases, or simplistic
viewsThus, our assessments and feedback must refer backto these performance goals155ff© 2004 Grant Wiggins 11/200424For Reliability & Fairness:Use a Variety of AssessmentsVaried types, over time: Photo Albumauthentic tasks and projectsacademic exam questions, prompts, and problemsquizzes and test itemsinformal checks for
understandingstudent self-assessmentsOn Assessment for Learning Fall 2004© 2004 Grant Wiggins9© 2004 Grant Wiggins 11/200425Authenticity Defined“Realistic tasks, contexts, and standardsworth mastering”Ask:What challenges do expertsand citizens actually face?What does it mean to do science,history, etc.?What tasks require core content, usedwisely?© 2004 Grant Wiggins 11/200426Scenarios for Authentic TasksBuild assessments anchored inauthentic tasks using GRASPS: What is the Goal in the scenario? What is the Role? Who is the Audience? What is your Situation (context)? What is the Performance challenge? By what Standards will work be judgedin the scenario?SPSGRAT© 2004 Grant Wiggins 11/200427AuthenticityAs defined by Newmann et al.:construction of knowledgedisciplined inquiryvalue beyond school"A Guide to Authentic Instruction and Assessment”As defined by UbD:realistic task, context, standardrequires judgment and adjustment, not plugging inminimal secrecy and arbitrary constraint on resources,
assistanceOn Assessment for Learning Fall 2004© 2004 Grant Wiggins10© 2004 Grant Wiggins 11/200428The Importance of context in
transfer”These programs are lacking in “realworld” scenarios and result innonthinking performance, where theability of the student to demonstrate amastery of complex problems, goodjudgment, situationalawareness…have all been removed."-- from a government report© 2004 Grant Wiggins 11/200429inauthentic vs. authentic
(examples)inauthenticfill in the blankselect an answer from a
set of given choicesanswer the ?s at end of
chaptersolve pat problems with
simple answersauthenticpurposeful writingscientificinvestigationissues debateprimary researchsolve “real-world”problemsinterpret texts© 2004 Grant Wiggins 11/200430Authenticity and PurposeAuthenticity requires scoring results,not just good-faith effort: "It's notdone 'til it's done right”Key Questions:"Did the performer accomplish the purpose?""Did the performance achieve the desiredimpact?""Was the client or audience satisfied?"On Assessment for Learning Fall 2004© 2004 Grant Wiggins11© 2004 Grant Wiggins 11/200431Task example - GeographyCivic planning. You are a geographer hired tomake predictions about population trends overthe next 50 years, based on current maps, climateand trade data. Based on your understanding ofthe link between geography, settlement,migration, trade, and transportation, advise theplanning agencies of the government on whatthey can expect.(Students can be presented with modern maps of counties/states -or maps of colonial times that they have not yet studied)168ff© 2004 Grant Wiggins 11/200432An entire AP history course
framed by such tasks:Your goal is to determine why the urbanriots of the late 60's happened. You areone of many august members of an LBJappointed panel, the Kerner Commission,who must report to the president and thecountry on why the violence happenedand what can be done about it. You willproduce a collective report that must bethoughtful, thorough, and clearlypresented. Your personal contributionwill be judged through journal entries,observations of work and discussion, andsections of writing you produce.© 2004 Grant Wiggins 11/200433Scenario ExamplesHappy Cola has hired you as a consultant to advise
them on how they can increase the fizz in their cans
of soda pop. A technician, inspired by watching
oxygen in an aquarium, had tried bubbling carbon
dioxide gas into soda pop. Unfortunately, tests
showed no difference between this sample and the
original soda. Explain why this method was
unsuccessful. Then, formulate three different
options by which the company can accomplish their
goal, and evaluate the efficacy and cost-
effectiveness of each. Assemble your findings into
a coherent proposal in which you present your
recommendations to the company.On Assessment for Learning Fall 2004© 2004 Grant Wiggins12© 2004 Grant Wiggins 11/200434Research - Learning and
AssessmentNewmann et al. (1996) measured how well 24restructured schools implemented authentic pedagogyand authentic academic performance approaches inmathematics and social studies.Students with high levels of authentic pedagogy andperformance were helped substantially whether theywere high- or low-achieving students. Anothersignificant finding was that the inequalities betweenhigh- and low-performing students were greatlydecreased when normally low- performing studentsused authentic pedagogy and performance strategies andassessments.© 2004 Grant Wiggins 11/200435Chicago researchAssignments were rated according to the degree to which
they required “authentic” intellectual work: “Students
who received assignments requiring more
challenging intellectual work also achieved
greater than average gains on the Iowa Tests of
Basic Skills in reading and mathematics, and
demonstrated higher performance in reading,
mathematics, and writing on the Illinois Goals
Assessment Program…”© 2004 Grant Wiggins 11/200436Chicago, cont.“Contrary to some expectations, we found high-quality assignments in some very disadvantagedChicago classrooms and [found] that all students inthese classes benefited from exposure to suchinstruction. We conclude, therefore, [that]assignments calling for more authentic intellectualwork actually improve student scores onconventional tests. (p. 29)The complete research is available online athttp://www.consortiumchicago.org/publicationsOn Assessment for Learning Fall 2004© 2004 Grant Wiggins13© 2004 Grant Wiggins 11/200437Part 2: Educative
Assessment:Feedback© 2004 Grant Wiggins 11/200438feedback and its use is key to
great gainsBlack & Wiliam meta-analysis:“There is a body of firm evidence that
formative assessment is essential... We know
of no other way of raising standards for which
such a strong prima facie case can be made.” Black and Wiliam (1998) “Inside the Black Box: RaisingStandards through Classroom Assessment,” Phi Delta Kappan,volume 80, 2 (October), pp. 139 ff.Cf. Working Inside the Black Box: Assessment for Learning in
the Classroom, by Paul Black, Christine Harrison, Clare Lee,
Bethan Marshall, and Dylan Wiliam Phi Delta Kappan, Volume 86,
#1 (September, 2004)© 2004 Grant Wiggins 11/200439Feedback and Improvement"Feedback is the realbreakfast of champions”The 60-Minute ManagerOn Assessment for Learning Fall 2004© 2004 Grant Wiggins14© 2004 Grant Wiggins 11/200440Feedback, hence self-adjustment,
depends upon concrete modelsbased on:Exemplars/anchorsIdeal specifications made practicalPerformance targets, not
vague verbalized expectations and
exhortationsRubrics that summarize the key traits of
exemplars (based on clear and apt criteria)
and the full range of work, to enable self-
assessment along a continuum© 2004 Grant Wiggins 11/200441Feedback: Harvard’s “most
effective” coursesfrom Making the Most of College:"The big point—it comes up over and over again ascrucial—is the importance of quick and detailedfeedback. Students overwhelmingly report that thesingle most important ingredient for making acourse effective is getting rapid response onassignments and quizzes."Students suggest that it should be possible incertain courses to get immediate feedback. Theysuggest that the professor should hand out anexample of an excellent answer.- Richard Light© 2004 Grant Wiggins 11/200442Feedback as key (cont.):"Secondly... an overwhelming majority are
convinced that their best learning takes
place when they have a chance to submitan early version of their work, get detailed
feedback and criticism, and then hand in afinal revised version...Many students observe that their mostmemorable learning experiences have
come from courses where suchopportunities are routine policy."On Assessment for Learning Fall 2004© 2004 Grant Wiggins15© 2004 Grant Wiggins 11/200443Feedback is vital to all design
work“Faculty members at Harvard wereasked what single change mostimproved their teaching. Two ideasswamped all others. One is enhancingstudent awareness of the big picture,‘the big point of it all’. The second is theimportance of helpful and regularfeedback from students so a professorcan make midcourse corrections.”- Harvard Assessment Seminar, 1993© 2004 Grant Wiggins 11/200444On-going feedback is key to
effective self-adjustmentLearning to comparethe actual against the optimal;the intent vs. effectFeedback confirms or disconfirms against
a specific standard or goal—no personal
value judgment is madeFeedback is descriptive, not evaluativeFeedback is not praise or blameFeedback is not guidance/advice© 2004 Grant Wiggins 11/200445FEEDBACK
Think back...•What was the most effectivefeedback system you have everbeen in as a learner? What madeit so?
•Share examples, then generalize:“the best feedback systems…”On Assessment for Learning Fall 2004© 2004 Grant Wiggins16© 2004 Grant Wiggins 11/200446Zen Mantras...It’s never done right the 1st or 40th time -
you need feedback, not more teachingPractice makes permanentYou can only get there by continual
attempts to learn and do - self-adjustmentTeaching cannot cause results. Attempts
by the learner to learn and ‘do it right’
causes results© 2004 Grant Wiggins 11/200447Feedback versus GuidanceFeedback: what you did or did not do, given a
standard; a helpful description of your
performance or producte.g. the audience reported that it could not hear you
speak, you saw people straining to hearGuidance: what you might do to honor the
feedback - good advicee.g. "Speak louder or use a microphone”We give too much advice and not enoughfeedback!!!© 2004 Grant Wiggins 11/200448Implied PolicyAs in sports, arts, and otherperformance areas, students mustknow how their daily work compares toexit standardsGive grades against school standards, not just
classroom normsSchool-approved tasks, work samples, and scoring
guides to be used routinelyOn Assessment for Learning Fall 2004© 2004 Grant Wiggins17© 2004 Grant Wiggins 11/200449Formative & Self AssessmentSelf-Adjustment is Key!© 2004 Grant Wiggins 11/200450What is self-monitoring and
how can it be fostered?The ability to size up strengths and weaknesses,and adjust accordinglyThe ability of performers to know with precisionwhat they have done to standard and what theyhave not done to standard in their workbased on good models, rubrics, feedback, guidance, andon-going opportunities to use resultsThis is a skill that must be central to thecurriculum and instruction© 2004 Grant Wiggins 11/200451Self-assessment: various
meanings1. Awareness of our own goals, style, interests, andpreferred approaches (self-profile)2. Awareness of our strengths and weaknesses inpreparation for achieving goals3. Ability to dispassionately look at and analyzeour strengths and weaknesses in recent pastperformance – against specific goals, standards,criteria (e.g. reflection on a portfolio)4. Ability to self-consciously monitor ourperformance as it happens and adjust, as needed -to take in and give oneself feedback and advice,and to act on it (self-assess and self-adjust)On Assessment for Learning Fall 2004© 2004 Grant Wiggins18© 2004 Grant Wiggins 11/20045213 tips for developing self-
monitoring (1)1.For every rubric or criterion you use, ask students to self-assess their work
before you or peers provide feedback.2.Place an emphasis in self-assessment on the result of the work, not just the
process and content: Was the audience engaged? Did the product work? Was
the client satisfied? Did the paper achieve its purpose? Was the problem
solved? etc.3.Make sure that you carefully distinguish effort from achievement, and quality
from quantity in working on self-assessment with students. They often conflate
the two in their minds.4.The anchors/samples/models are more important than a rubric. The rubric is an
abstraction drawn from groups of samples. So, don’t hide the samples: give
students practice in self-assessing their work against models, not against only
rubrics. (Like AP readers!!)5.Provide diverse models, so that students don’t merely copy. Ask them to
generalize from the various models. Studying varied models at the different
levels of quality opens the door to creativity rather than closing it: you make
clear that creative excellence, not imitation, is the goal.© 2004 Grant Wiggins 11/200453The 13 Tips (2)6.Help the student develop an increasingly accurate profile of their
own strengths and weaknesses, likes and dislikes, talents and
interests. Use self-reporting surveys and reflection prompts
throughout the year.7.Self-assessment may be more revealing of student understanding
than the performance itself, especially if the students are relative
novices.Reward them for their perception and honesty8.To avoid simplistic reactions, require every self-assessment to
refer to multiple specific criteria provided upfront.9.Provide all rubrics & models right from the start, and design
lessons around their meaning and use. But only highlight as
many criteria/rubrics at a time as can reasonably be addressed.© 2004 Grant Wiggins 11/200454The 13 Tips (3)10.Focus students on personal improvement over time,
against specific and achievable goals, based on
developmental rubrics.11.Make clear that being extremely self-critical or self-
praising have little to do with accurate self-assessment.
The former is parent-fed guilt/shame, and the latter is
wishful thinking. The goal is neutral analysis against
goals.12. Make the thoughtfulness and accuracy of student self-
assessment (prior to your feedback) part of the grade.13.Make the quality of their self-adjustment, based on self-
assessment (and feedback) part of the grade.On Assessment for Learning Fall 2004© 2004 Grant Wiggins19© 2004 Grant Wiggins 11/200455The research jibes with this
common sense:To achieve any goal you must learn how toself-assess your learning and yourperformanceOne of 3 chief findings in How People LearnEven the youngest learners can (and must) learn to
self-monitor & self-adjustSuccess means you can self-assess on your own,
and self-adjust, with minimal prompting from
others© 2004 Grant Wiggins 11/200456From the research: one of 3
chief findings -“The teaching of metacognitive skills should beintegrated into the curriculum. Becausemetacognition often takes the form of an internaldialogue, many students may be unaware of itsimportance unless the processes are explicitlyemphasized by teachers.“Research has demonstrated that children can betaught these strategies, including the ability topredict outcomes, explain to oneself, note failuresto understand, activate background knowledge,plan ahead, and apportion time and memory…How People Learn, p. 14, 21© 2004 Grant Wiggins 11/200457Research on metacognition,
part 2The model for using the meta-cognitive
strategies is provided initially by the
teacher, and student practice and discuss
the strategies as they learn to use them.Ultimately, students are able to prompt
themselves and monitor their own
comprehension without teacher support.
[transfer]How People Learn, pp. 18-19On Assessment for Learning Fall 2004© 2004 Grant Wiggins20© 2004 Grant Wiggins 11/200458Beware making student think that
obeying rules is all that mattersSelf-assessment can never be effectiveif the student does not focus on thepurpose of the performanceDid the piece work?Was my speech convincing?Was my proof valid?Was my story intriguing?Was my question answered?© 2004 Grant Wiggins 11/200459Feedback/Self-assessment
System - HealthyPerformers seek feedback on their own and knowthat it is in their interest - even if the news is badPerformance improves at all levels; there isobvious “value added”Improved performance occurs more rapidly thanis typical or expectedFew quarrels about the resultsFeedback use opportunities are central to thecurriculum and assessmentNorms and standards rise over time: what wasonce considered extraordinary performancebecomes more common© 2004 Grant Wiggins 11/200460Feedback/Self-assessment
System - UnhealthyLearners fear, resist, do not seek, or ignore feedbackLearner performance rarely improves much beyond what istypicalNovices struggle to improve; they do not know “what you want.”Their self-assessment is very inaccurateMany quarrels about the credibility and meaning of the results;anecdotes and effort trusted more than dataTeaching is too linear and prone to coverage of content andactivities, with little opportunity to get feedback and use itrepeatedly for core tasks and big ideasNorms stay the same, standards rise - and expectations are thusloweredOn Assessment for Learning Fall 2004© 2004 Grant Wiggins21© 2004 Grant Wiggins 11/200461No gains = poor feedback
systemFlat scores over time show the problem is
not teachers or students but assessmentThe state primarily audits; schools and
districts must, therefore, require local
assessment to be more balanced and
effective:better incentives and requirements in support of
higher quality teacher assessment and use of
results© 2004 Grant Wiggins 11/200462Excellent feedbackSome criteria:Timelyuser-friendly - in approach and amountDescriptive & specific re: performanceConsistentExpertAccurateHonest, yet constructiveDerived from concrete standardsOn-going© 2004 Grant Wiggins 11/200463Needed: High-Quality Local
AssessmentLocal control with quality control:A balance between:Teacher controlLocal and external audits as well as
feedback from key constituenciesAssessment design & use standards
neededPeer review of both assessment design
and scoring/grading of workOn Assessment for Learning Fall 2004© 2004 Grant Wiggins22© 2004 Grant Wiggins 11/200464ResourcesEducative Assessment, Jossey Bass.
(1998)Understanding by Design, ASCD,
(1998)The Understanding by Design
Workbook (2004)© 2004 Grant Wiggins 11/200465for further information...Contact us:grant@authenticeducation.orgwww.authenticeducation.orgGrant Wiggins
Authentic Education
4095 Route 1
Monmouth Junction, NJ 08852
732.329.0641
refer page:-------http://www.officesoon.com/doc/173255-assessment-for-learning-not-just-of-learning
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