Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-2-1-proxies-for-learning

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: The CRAFT of Assessment - Seneca Certified Assessor](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor.md) › Proxies for Learning

# Proxies for Learning

CPD: The CRAFT of Assessment (by Michael Chiles), topic 3.2.1

## Good Proxies for Learning

If we are to assess the learning that has taken place, we should be clear about
the difference between learning and performance. Here are five good proxies for learning:

### 1) Examples & non-examples

![1) Examples & non-examples](https://image-v2.cdn.app.senecalearning.com/2019-05/5159763c-9c1f-4f4d-875f-3e72e9fbc7d7/example-.jpg)

- Concentrate on relevant examples and non-examples.

### 2) Retrieve previously learnt

![2) Retrieve previously learnt](https://image-v2.cdn.app.senecalearning.com/2018-08/7c84b266-c396-4e00-b727-e33dcc58d2a9/brain-engraving.jpg)

- Retrieve what they have been taught in previous lessons.

### 3) Use new examples

![3) Use new examples](https://image-v2.cdn.app.senecalearning.com/2020-04/37dcd890-91b2-41e4-8138-9fe9f3d4548b/new-.jpg)

- Apply concepts to new examples.

### 4) Practice drills

![4) Practice drills](https://image-v2.cdn.app.senecalearning.com/2019-08/1cb5de8f-85b6-40dd-8fb1-7ea8da347737/speaking-.jpg)

- Engage in practice drills (which may involve repetition of formulas
and procedures).

### 5) Answer without help

![5) Answer without help](https://image-v2.cdn.app.senecalearning.com/courseImages/chemistry/2.3.4%20Nanotechnology/question-mark-2492009_640-min.jpg)

- Answer questions without cues or prompts.

### Apply knowledge to new scenarios

![Apply knowledge to new scenarios](https://image-v2.cdn.app.senecalearning.com/2018-03/32f6dd6b-e2b1-45c5-b845-336a731e7a12/shutterstock_119956342.jpg)

- If we are to potentially assess whether our pupils are learning, we should look to create assessment opportunities that cumulatively build on knowledge to new
scenarios over time.

## Test yourself on Proxies for Learning

- Which of these is NOT a good proxy for learning?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/0ca96d36-7b23-451b-bac3-a78ec368872f/section/ad71bf70-2cb8-41fa-ae24-924355ba8e35/session)

- Previous topic: [3.1.2 Summative vs Formative Evaluation](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-1-2-summative-vs-formative-evaluation.md)
- Next topic: [3.3.1 Hinge Questions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-1-hinge-questions.md)

## CPD: The CRAFT of Assessment (by Michael Chiles) contents

### 1 ‘C’ - How Can Knowledge be Effectively Condensed?
- 1.1 'C' - Condense
  - [1.1.1 The Basics of Condensing Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-1-1-the-basics-of-condensing-knowledge.md)
- 1.2 Strategies for Condensing
  - [1.2.1 Condensing the PowerPoint](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-1-condensing-the-powerpoint.md)
  - [1.2.2 The Four Cogs to Expert Explanations](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-2-the-four-cogs-to-expert-explanations.md)
  - [1.2.3 Cornell Notes](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-3-cornell-notes.md)

### 2 'R' - How do we Generate Reflective Learners?
- 2.1 Research on Memory
  - [2.1.1 Semantic & Episodic Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-1-1-semantic-and-episodic-memory.md)
  - [2.1.2 The Importance of Spacing Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-1-2-the-importance-of-spacing-learning.md)
- 2.2 Timings for Reviewing Previously Learnt Material
  - [2.2.1 How Long and How Often to Review Material](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-2-1-how-long-and-how-often-to-review-material.md)
- 2.3 Strategies for Generating Reflective Learners
  - [2.3.1 BUG Twist](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-3-1-bug-twist.md)
  - [2.3.2 Low-Stake Spaced Quizzing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-3-2-low-stake-spaced-quizzing.md)

### 3 ‘A’ - Using Assessment as a Responsive Tool
- 3.1 Formative & Summative Assessments
  - [3.1.1 The Problem of Assessing 'On' or 'Off' Track](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-1-1-the-problem-of-assessing-on-or-off-track.md)
  - [3.1.2 Summative vs Formative Evaluation](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-1-2-summative-vs-formative-evaluation.md)
- 3.2 Determining Whether Learning has Taken Place
  - [3.2.1 Proxies for Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-2-1-proxies-for-learning.md)
- 3.3 Strategies for Assessing Student Learning
  - [3.3.1 Hinge Questions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-1-hinge-questions.md)
  - [3.3.2 Exit Tickets](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-2-exit-tickets.md)

### 4 'F' & 'T' - Precise Feedback to Feedforward
- 4.1 Giving Effective Feedback
  - [4.1.1 Creating an Effective Feedback Culture](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-1-creating-an-effective-feedback-culture.md)
  - [4.1.2 Effectiveness of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-2-effectiveness-of-feedback.md)
- 4.2 Grades
  - [4.2.1 Research on Giving Grades as Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-2-1-research-on-giving-grades-as-feedback.md)
- 4.3 Strategies for Providing Feedback
  - [4.3.1 The Language of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-3-1-the-language-of-feedback.md)
  - [4.3.2 'In the Moment' Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-3-2-in-the-moment-feedback.md)