"When used effectively, assessment FOR learning always triggers an optimistic response to assessment results from within the learner. It starts by providing students with a clear, student-friendly vision of the achievement target to be mastered, including models of strong and weak work. These examples reveal to learners where we want them to end up." Rick Stiggins, "From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools," 2005.
" Teachers and administrators should send messages that intelligence is fluid, and they need to hear such messages too. They need to keep growing, especially in these challenging and changing times. Thus, they, too, need permission to learn—the freedom to stretch themselves, make mistakes, and try again. Only in growth mind-set cultures, where teachers and administrators are encouraged to fulfill their potential, will they be able to help their students fulfill their potential in schools that are free of bias. " --Carol S. Dweck, Mindsets and Equitable Education, 2010.