The Important Book* has been characterized as "a perfect book" written 50 years ago now being enjoyed by a whole new generation of readers. The beauty of this delightful little picture book is that it continues to go on long after the book is closed. Beginning and ending with excerpts from this treasure, enjoy reflective thoughts from AAC assessment specialists regarding the important thing about classroom assessment.

The important thing about the wind is that it blows.
You can't see it, but you can feel it on your cheek and see it bend trees, and blow hats away, and sail boats.
But the important thing about the wind is that it blows.

The important thing about classroom assessment is that

...all participants learn from it. It's like a snapshot in time telling different stories. You can see where we began and where we are going. It isn't any one moment that stands alone. It's the collection of moments that determines the plan for the next page. And it tells a never-ending story. But the important thing about classroom assessment is that all participants learn from it.

…it is fair to every student.
Students talk to teachers and the teachers talk to students. Teachers learn about their teaching and students learn about learning. It is not threatening as it encourages learning. It measures outcomes from the program of studies. It is a flexible measure. It has flexibility and measures every student's strength. It encourages them to grow in their learning.
But the important thing about classroom assessment is that it is fair to every student.

…it is meaningful for the learner.
It is valid and consistent. It is inevitable and valued. It is based on expressed outcomes. It can be simple or complicated. It focuses on what learning is occurring or has occurred. It takes a variety of forms. It uses performance levels. It is for the student. It addresses a wide range of skill sets. It helps establish and define standards.
But the important thing about classroom assessment is that it is meaningful for the learner.

…everyone learns.
It informs instruction and provides learning targets. It focuses everyone on the big picture and provides feedback along the way. It generates discussion and reflection. Sometimes it's messy and it doesn't work and sometimes it's just a collection of data.
But the important thing about classroom assessment is that everyone learns.

The important thing about you is that you are you.
It is true that you were a baby, and you grew and now you are a child, and you will grow, into a man, or into a woman.
But the important thing about you is that you are you.

*Words by Margaret Wise Brown, pictures by Leonard Weisgard- Harper Trophy, 1949 and 1977.

New Members
AAC is pleased to announce that Concordia University College of Alberta and Grasslands Public Schools will join the AAC. Our membership will stand at 51 jurisdictions!

2004 Fall Conference - October 21rd to 23th - Edmonton
This year's 10th Anniversary conference theme is "Assessment: Telling the Story". The conference will be held at Fantasyland Hotel in Edmonton featuring numerous practical sessions and two outstanding Canadian keynote speakers.

Ken O'Connor is an internationally known expert on classroom assessment with a special interest in grading and reporting. See the biographical information on the back cover.

Carol Rolheiser is an Associate Dean - Teacher Education, of the Ontario Institute for Studies in Education of the University of Toronto. Carol is a committed leader in school district/university partnerships, concentrating on both teacher development and school improvement, large-scale reform, and managing educational change. Her previous experience includes work as an elementary school teacher, district consultant, and school administrator with Edmonton Catholic Schools.

Program Guide brochures and posters highlighting the Fall Conference and the Pre-conference Leadership Day (October 21) will be sent to schools through jurisdiction representatives in June and again in September. Also, watch for advertisements in The ATA News.

To register use the conference Program Guide (brochure) or go to the AAC web site for on-line registration. Register for both events early to avoid disappointment!

Here is a tantalizing sampling of the topics:

• Building Assessment Capacity: Getting Water to the End of the Furrow
• Renovating Familiar Favourites: Increasing the Assessment Value of Student Projects
• A Parent's Perspective On Why Children Need to Tell Their Learning Stories
• Facilitation Skills for Assessment Specialists
• 6+1 Traits of Writing: the Abbott Assessment Adventure
• Student-Involved Rubric Design
• L'évaluation à travers l'enseignement stratégique
• Assessing Dance and Movement: Going Beyond the Checklist
• Planning for Successful Use of Performance Assessments in 1-9 Science
• Creating a Climate for Authentic Assessment through Collaboration and Communication
• Assessing Reading Comprehension Through Children's Response to Literature
• Starting an Assessment For Learning Journey
• Performance Assessment for Beginning Teachers
• What Story Do Report Cards Tell?
• Performance Assessments in a Successful Mathematics Program
• Sharing Our Assessment Vision with Parents
• Developing Extended-Response Questions and Scoring Guides
• Accounting for Learning - The Beyond MIRS Pilot Project Story

Exclusively for educators from AAC member jurisdictions who are interested in participating in a conversation about balancing the demands of reporting student achievement and communicating student learning (especially for administrators, jurisdiction representatives, assessment specialists, and lead teachers).

Workshop Presenters Ken O'Connor Ken O'Connor is an independent consultant on classroom assessment with a special interest in grading and reporting. He had twenty three years of classroom experience before becoming a curriculum coordinator for the former Scarborough (ON) Board of Education. During the last five years he has presented sessions at many conferences in Canada and the USA and he has consulted for schools, school districts and state and provincial departments of education. He is the author of How to Grade for Learning: Linking Grades to Standards, (Second Edition), Skylight, 2002. (see the feature article in the Spring 2002 Communique about this resource in the link http://www.aac.ab.ca/nlspring02.html ) Margaret Sanders Margaret Sanders is a former school principal that involved students and parents in planning, communicating and reporting on student learning. She is currently an AAC Field Services Coordinator and consults in assessment practices that involve students and support learning.

Workshop Description Teachers, schools, and districts can plan, teach, assess, grade and report using strategies (methods) that actually improve learning. The focus of this day will be on the planning, assessment, and communication strategies that involve students and contribute to improved learning. Consideration will also be given to how these strategies can be put into practice through the actions of leaders and teachers working together. Emphasis will be placed on principle and policy, but practicality will also be included through the voices of a principal, a school council chair and the participants (who will have many important 'stories' to share). Attendance is limited to 150 participants from AAC member jurisdictions. Location: Fantasyland Hotel, Edmonton Date: Thursday, October 21, 2004 Time: 9:00 am to 3:00 pm Continental breakfast- 8:15 a.m., refreshments and lunch provided Plan, Teach, Assess, and Communicate FOR Student Learning

REGISTER by going to the Fall Conference link http://www.aac.ab.ca/annual.html

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