Assessment For, As, and Of Learning

Decorative: A word cloud on the assessment theme

 

A. "Assessment as Learning" (post) outlines "a three-part assessment model" that helps instructors "move from being the 'knowledge-bearers' to knowledge-guides" as we plan our courses, learning activities, assignments etc. 

1. Overview

  • "Assessment for learning" is "a type of formative assessment ... utilized by teachers in order to gain an understanding of their students' knowledge and skills in order to guide instruction."
  • "Assessment as learning ... is also a formative assessment which focusses on teaching students the metacognitive processes to evaluate their own learning and make adjustments."
  • "Assessment of learning is a summative assessment used primarily to compare students and report progress."

2. The Chart Content

The chart below compares these three forms of assessment under the following categories:

  • Why Assess?
  • Asses What?
  • What Methods?
  • Ensuring Quality
  • Using the Information

B. The Chart (Content)

1. Assessment for Learning

a. Why Assess?

  • "[T]o enable teachers to determine next steps in advancing student learning"

b. Assess What?

  • "[E]ach student's progress and learning needs in relation to curricular outcomes"

c. What Methods?

  • "[A] range of methods in different modes that make students' skills and understanding visible"

d. Ensuring Quality

  • "[A]ccuracy and consistency of observations and interpretations of student learning"
  • "[C]lear, detailed learning expectations"
  • "[A]ccurate, detailed notes for descriptive feedback to each student"

e. Using the Information

  • "[P]rovide each student with accurate descriptive feedback to further his or her learning"
  • "[D]ifferentiate instruction by continually checking where each student is in relation to the curricular outcomes"

2. Assessment as Learning

a. Why Assess?

  • "[T]o guide and provide opportunities for each student to monitor and critically reflect on his or her learning and identify next steps"

b. Assess What?

  • "[E]ach student's thinking about his or her learning"
  • "[W]hat strategies he or she uses to support or challenge that learning"
  • "[T]he mechanisms he or she uses to adjust his or her own learning" 

c. What Methods?

  • "[A] range of methods in different modes that elicit students' learning and metacognitive processes"

d. Ensuring Quality

  • "[A]ccuracy and consistency of student's self-reflection, self-monitoring, and self-adjustment"
  • "[E]ngagement of the student in considering and challenging his or her thinking"
  • "[S]tudents record their own learning"

e. Using the Information

  • "[P]rovide each student with accurate, descriptive feedback that will help him or her develop independent learning habits"
  • "[H]ave each student focus on the task and his or her learning (not on getting the right answer)"
  • "[P]rovide each student with ideas for adjusting, rethinking, and articulating his or her learning"
  • "[P]rovide the conditions for the teacher and student to discuss alternatives"
  • "[S]tudents report about their learning"

3. Assessment of Learning

a. Why Assess?

  • "[T]o certify or inform ... others of student's proficiency in relation to curriculum learning outcomes"

b. Assess What?

  • "[T]he extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curriculum outcomes"

c. What Methods?

  • "[A] range of methods in different modes that assess both product and process"

d. Ensuring Quality

  • "[A]ccuracy, consistency, and fairness of judgements based on high-quality information"
  • "[C]lear, detailed learning expectations"
  • "[F]air and accurate summative reporting"

e. Using the Information

  • "[I]ndicate each student's level of understanding"
  • "[P]rovide the foundation for discussions on placement or promotion"
  • "[R]eport fair, accurate, and detailed information that can be used to decide the next steps in the student's learning"

C. The Chart (Visual)

See text above for cotent

 

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