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1 Assessment of Learning

1. Assessment for learning is formative and aims to support student progress, while assessment of learning is summative and grades student achievement. 2. A care needs assessment from a local council can be the first step to getting help, and aims to determine how much assistance is needed for independent living. 3. Portfolio assessment involves students and teachers, and is an alternative to tests where a portfolio shows growth over time through work samples.

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widady morad
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21 views

1 Assessment of Learning

1. Assessment for learning is formative and aims to support student progress, while assessment of learning is summative and grades student achievement. 2. A care needs assessment from a local council can be the first step to getting help, and aims to determine how much assistance is needed for independent living. 3. Portfolio assessment involves students and teachers, and is an alternative to tests where a portfolio shows growth over time through work samples.

Uploaded by

widady morad
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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1 Assessment OF learning is 'summative', i.e.

its main purpose is to grade and certify students'


achievement, while Assessment FOR learning is 'formative', aiming to support and advance students in
their learning1

2 A care needs assessment - or social care assessment - from your local council can be the first step
towards getting the help and support you need with your everyday life. The aim of
a care needs assessment is to work out how much help you need - to enable you to live as independently
as possible.

3 Portfolio assessment is an assessment form that learners do together with their teachers, and is an
alternative to the classic classroom test. The portfoliocontains samples of the learner's work and shows
growth over time.

4 Portfolios can be organized by developmental category, content area, or by topics or themes. Portfolios have three
main purposes. One is for assessment and evaluation, assessing progress, achievement, developmental strengths, and
areas for continued work. Another purpose is for self-assessment and reflection, where students can chart their progress
and take ownership of their learning. Finally, portfolios can be used as a means for reporting progress, in which progress
and achievement can be shown to parents.

5 The traditional assessments, paper and pencil, cannot cover a wide range of topics as there is a time frame for the
students to write the assessment papers. But a formative or summative alternative assessment model allows students to
participate in a bundle of learning activities that are more fun and dynamic.
Besides, when the students are involved in planning and performing their alternative assessment activities, they can practice
high level and problem solving skills. As a result, they further develop their critical thinking and learning skills.
However, the arrangements of alternative and authentic assessments consume more time and efforts from the teachers. Some
teachers maybe scared and stay reluctant to move onto a higher level of the ‘assessment ladder’.

6 Tests can have positive and negative effects, or washback. Positive washback refers to expected test effects. For
example, a test may encourage students to study more or may promote a connection between standards and
instruction. Negative washback refers to the unexpected, harmful consequences of a test. For example, instruction
may focus too heavily on test preparation at the expense of other activities. Washback from tests can involve
individual teachers and students as well as whole classes and programs.

7 washback is generally defined as the influence of testing on teaching and learning;

8 The notions of test impact and washback refer to the influence of tests on teaching and learning—an
influence that encompasses classroom instruction, curriculum choices, and educational policies. This
influence can be positive or negative, intended or unintended. Issues related to consequential validity and
the stakes of a test performance are important aspects of test impact and washback. To work toward
creating positive test impact and washback, practitioners can examine how knowledge of the test construct
can inform their choices in relation to the curriculum, in relation to their materials, teaching methods,
feelings, and attitudes, and in relation to student learning.

9 • Formative assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to
improve their teaching and by students to improve their learning. More specifically, formative assessments:
 help students identify their strengths and weaknesses and target areas that need work.
 help faculty recognize where students are struggling and address problems immediately.
→ Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative
assessments include asking students to:
 draw a concept map in class to represent their understanding of a topic
 submit one or two sentences identifying the main point of a lecture
 turn in a research proposal for early feedback
• Summative assessment
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against
some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value. Examples of summative
assessments include:
 a midterm exam
 a final project
 a paper
 a senior recital
→ Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and
activities in subsequent courses.

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