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Assessment: A Whole-School Approach
  • Assessment: A Whole-School Approach
  • Faria Education Group
  • About the Author
  • Overview
  • First Principle Thinking
  • The Purpose of Assessment
  • Developing an Assessment Culture
  • Assessment in Context – Teaching and Reporting
  • What is Assessment?
  • Why do we Assess?
  • Establishing and Using an Assessment Framework
    • Designing an Assessment Framework
  • What are we assessing?
    • Learning Motivations
    • Approach to Learning/Learning how to Learn
  • Assessment and the Report Card
  • Planning for Assessment
  • Phase One: Preparation (Establishing Capabilities and Resources)
  • Phase Two: Implementation (Design and Implementation/Integration)
    • Backwards by Design
    • Effective Classroom Assessment Practices
      • Micro-Assessments
    • Assessment Design Principles
      • Validity
      • Reliability
      • Authentic
      • Sufficient
    • Key Principles of Design
  • The Assessment Framework and a Development Pathway
  • Phase Three: Feedback and Reflection
  • Learning, Assessment, Feedback Routine
  • Good Feedback Practices
    • Feedback Strategies
    • Moving from Feedback to Feedforward
    • Delaying the Grade: How to Get Students to Read Feedback
    • Flash Feedback: How to Provide More Meaningful Feedback in Less Time
  • Assessment within the Learning Experience
  • Implementation and Monitoring
  • Further Reading
  • Looking for More Support in This Area?
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  1. What are we assessing?

Approach to Learning/Learning how to Learn

PreviousLearning MotivationsNextAssessment and the Report Card

Last updated 2 years ago

"Learning how to learn" refers to acquiring knowledge and skills to enhance one's ability to learn more efficiently and effectively. It is a collection of skills, strategies and techniques that help learners to understand better and retain new information.

The concept of learning how to learn is rooted in the field of educational psychology, which studies how people learn and develop. The goal of learning how to learn is to help learners become more self-directed, motivated and effective in their learning process.

Learning how to learn can include a range of specific topics, such as:

  • Memory techniques and strategies for retaining information

  • Note-taking methods and organisational skills

  • Time management and planning strategies

  • Developing effective study habits

  • Critical thinking and problem-solving skills

  • Test-taking and exam-preparation strategies

  • Self-reflection and self-assessment techniques

The International Baccalaureate (IB) programme's ' (ATL) is a framework designed to help students develop the necessary skills and strategies to become effective learners. is a set of interconnected skills that are used across all subject areas and is designed to support students in becoming independent, critical and reflective learners.

The ATL framework consists of five categories:

Thinking skills: related to critical thinking, analysis, evaluation and problem-solving.

Social skills: related to communication, collaboration and teamwork.

Communication skills: related to expressing ideas and information effectively through various forms of communication, including written, spoken and visual communication.

Self-management skills: related to organisation, time management, goal setting and self-reflection.

Research skills: related to planning, conducting and evaluating research, including gathering and analysing information from a variety of sources.

The ATL framework is designed to help students develop these skills throughout their education and to help them become lifelong learners who are equipped to succeed in a rapidly changing world.

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Approaches to Learning'
The ATL framework
The ATL Website can be accessed on this link