Chapters International

When Assessment Meets Thinking and Learning

Assessment, thinking, and learning are inseparable. When they are disconnected, criteria become little more than lists, quantity statements, or vague descriptors of quality.

October 20th, 27th, November 3rd & 10th, 2026

USD 500

Overview

Assessment, thinking, and learning are inseparable. When they are disconnected, criteria become little more than lists, quantity statements, or vague descriptors of quality. Such criteria neither stretch learners nor support consistent, defensible judgments. Rigorous curriculum unpacking is the foundation of rigorous assessment. Unless teachers clearly identify the precise knowledge, skills, and processes students must develop, criteria remain superficial and learning is diluted. When grounded in deep understanding of curriculum, criteria move beyond compliance or scoring. They become cognitive tools for learning. If only the teacher understands where a learner is, where they are going, and how they will get there, progress remains dependent. When learners themselves understand and use criteria to guide, monitor, evaluate, and refine their performance, assessment becomes empowering. This eight-hour workshop explores what happens when assessment meets thinking and learning. Participants will examine how rigorous curriculum unpacking and well-designed criteria make learning visible - strengthening thinking, supporting consistent judgment, and fostering genuine learner agency.

Workshop Sessions:

Session 1
In Session 1 we will explore:

The relationship between cognitive processing, learning, and assessment
The relationship between learning modalities and assessment

Session 2
In Session 2 we will explore:

The criteria for criteria — the critical characteristics that promote clarity, consistency, and learner agency
The distinction between content, skill, and process criteria and why each must be explicitly articulated

Session 3
In Session 3 we will explore:

How rigorous curriculum unpacking reveals the precise knowledge, skills, and processes students must attain
Distinguishing depth from breadth, and how this distinction informs the design of developmental, progressive, and differentiated criteria

Session 4
In Session 4 we will explore:

The difference between checklists, rubrics, and developmental progressions, and when each is appropriate
How to guide learners toward the independent use of criteria for self-assessment, goal setting, and evidence-based evaluation

By the end of the workshop, participants will:

Unpack curriculum with greater depth and precision
Design criteria that promote deep knowledge and deep understanding
Increase clarity and consistency in professional judgment
Equip learners to independently evaluate, monitor, and demonstrate their growth

Assessment does not transform learning when it remains in the hands of the teacher alone.
Transformation occurs when learners themselves understand and use criteria to think, learn, and improve.

Potential Audience:

K-12 - Teachers, Leaders, Coaches, District Leaders.

About Lane Clark

Lane Clark has a well-earned reputation as an expert in enabling and empowering teachers and schools to design and deliver rigorous, engaging curriculum through powerful teaching and learning strategies. Over the last twenty plus years, Lane has worked with more than 150 000 educators, in 20 countries, across five continents, equipping educators with the tools and strategies required to re-imagine teaching and learning and promote deep thinking and deep learning for all students. Lane has worked extensively with primary and secondary teachers, district level consultants, faculty of education professors and students, parent groups, school districts, and business groups. She has advised governments and curriculum writing teams and presented at dozens of national and global conferences. Most notably, she has been a keynote and featured presenter alongside Edward deBono, Howard Gardner, David Perkins, Art Costa, David Sternberg, Pasi Sahlberg, Michael Fullen and other leading thinkers and educators.

Lane has developed a suite of thinking and learning tools including an inquiry learning model (the think!nQ) which mirrors the ‘real life’ process of learning; two thinking frameworks (the thinkbox and thinktower) that explicitly demonstrate for learners, the relationship between thinking skills and thinking tools; she has created nine micro-learning process models, that include decision-making, problem-solving, authoring and designing/making; and has developed a suite of additional thinking tools that guide deliberate and strategic skill development in the areas of relating, hypothesizing, inferencing, generalizing, analyzing and evaluating.

Lane's Deep Thinking for Deep Learning approach is currently explored in undergraduate and graduate university courses in four countries. Her first book is a required text for a master’s course on the teaching of thinking and learning at Amsterdam University. Lane has written (and teaches) a master’s level course on thinking, learning, and assessment for the University of Zaragoza in Spain. She is the author of two books: ‘Where Thinking and Learning Meet’ and ‘Where Assessment Meets Thinking and Learning’ and is in the process of writing her third, ‘Deep Thinking for Deep Learning’. Lane's work offers a refreshing, necessary and practical approach to re-thinking and re-engineering how teachers teach and how learners learn.

Dates & Timings

Investment

USD 500

Includes: Certificate of Participation for 10 Professional Development Hours.

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	workshops@chaptersinternational.com

Phone: +91 98183 62535

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