The final goal of the Group/Team Activity is for you to make a presentation on Assessment

FOR, OF, and AS Learning. The assessments will be introduced in three phases. Each
phase will consist of at least 5 slides. You may use Google Slides, PowerPoint, Prezi, or a
presentation software of your choice. You will combine all three phases into one, final
presentation and each member of the group will submit a copy of this presentation.
Presentations are due by the end of Unit 7.

Phase 1. Read Chapter 3 of the manual

Rethinking classroom assessment with purpose in mind. This manual is included in
this Unit’s reading list. Think of an imaginary school where you are teachers, pick one
grade in the school. You are planning to implement ‘assessment FOR learning’ (aka
formative assessment) in this classroom
Phase 1 of your presentation must include the following:
1. Title Page – List each team member and the role(s) they have been assigned.
2. Examine the reasons for wanting to implement ‘assessment FOR learning’ in your
classroom
3. Develop and describe the instrument
4. Analyze the possible benefits of the instrument.
5. Analysis of group process - Examine your decision-making process in this group
activity
Phase 2: Read Chapter 5, pp 55-65, of the manual Rethinking classroom assessment with
purpose in mind. This manual is included in this Unit’s reading list. Think of an imaginary school
where you are teachers, pick one grade in the school. You are planning to implement
‘assessment OF learning’ (aka summative assessment) in this classroom

Phase 2 of your presentation must include the following:

1. Title Page – List name of phase.

2. Examine the reasons for wanting to implement ‘assessment OF learning’ in your classroom
3. Develop and describe the instrument
4. Analyze the possible benefits of the instrument.
5. Analysis of group process - Examine your decision-making process in this group activity

Phase 3. Read Chapter 4 of the WNPC (2006) manual Rethinking classroom assessment with
purpose in mind. Think of an imaginary school where you are teachers and pick one grade in the
school where you are planning to implement ‘assessment AS learning’ in this classroom.

Phase 3 of your presentation must include the following:

a) Title Page – The name of the phase
b) Examine the reasons for wanting to implement ‘assessment AS learning’ in your classroom
c) Develop and describe the instrument
d) Analyze the possible benefits of the instrument.
e) Analysis of group process - Examine your decision-making process in this group activity
Group members: Herbert Asiedu Mante, Issam Ayash, Eva Cazaubon, Dan Li, Marwan
Nabawy

Please sign your roles for the whole group activity:

Team Leader: Dan Li
Co-Leader: Issah Ayash
Recordkeeper: Herbert Asiedu-Mante
Progress chaser: Marwan Mabawy
Presentation organizer: Eva Cazaubon

Please sign your roles for the group presentation:

Reasons for implement ‘assessment FOR, OF, and As learning’ – Marwan
Develop and describe the three instruments– Dan Li
Possible benefits of the 3 instruments – Issam
Analysis of group process - Examine your decision-making process in this group activity –
Herbert
Introduction, overview of imaginary school, conclusion– Eva
 Assessment FOR, OF, and AS Learning
Course: EDUC5440-Assessment and Evaluation
University of the People

Group 0013B
Team Leader: Dan Li OF
Co-Leader: Issam Ayash OF
Recordkeeper: Herbert Asiedu-Mante Assessment Learning
FOR
Progress Chaser: Marwan Nabawy
Presentation Organizer: Eva Cazaubon
FOR
AS
Instructor: Irv Glenn AS
July, 2022
 Introduction
Assessment is an essential component of the teaching and learning process. It happens before, during, and after instruction.

Assessment for learning is defined as assessment prior to instruction. When assessment occurs during instruction, it is referred to as

assessment as learning. Following the completion of instruction, assessment of learning is performed. Overall,assessment "determines

whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional

needs, curriculum, and, in some cases, funding" (Edutopia, 2008, para. 1). Student success is guaranteed when the purpose of the various

types of assessments is fully understood and implemented correctly.

This project investigates the three types of assessments, as well as their descriptions, instruments, and benefits. These instruments

were created for use in Top Stars Community School's Grade 7-11 classes.
 School overview
Top Stars Community School is a place where students enjoy going to school. This

school's vision is to develop students who are well-prepared to serve as global citizens.

Top Stars Community School has five grades (7-11) and a maximum student capacity of

300. Each grade level has three classes with a total of twenty students each. There are

thirty five teachers in total.

Everything is done at this school to ensure that students are assessed carefully and

effectively. The mission is achieved through assessments for, as, and of learning. Source: Adapted from clipart-
library.com
 Phase One

Assessment
Learning

FOR
FOR
 Definition of ‘Assessment For Learning’
AFL, or assessment "FOR" learning, is an aspect of teaching and learning that is done before instruction. It generates feedback for

increasing students' performance. Assessment "FOR" learning adheres to the belief that evaluation and training ought to be combined.

The effectiveness of tests "FOR" learning comes from acknowledging the amount of knowledge that was applied to students' daily tasks

in the classroom rather than from using sophisticated technology or a specific assessment tool (McNamee et al., 2005, as cited in Learn

Alberta, n.d.). Such a function is frequently served by formative evaluations when evaluating learning. It gives pupils the precise, timely

feedback they need to modify their education. Students here become actively involved in the learning process, which may eventually help

them gain the confidence to learn and fulfill the learning objectives. On the other hand, teachers design their subsequent differentiation

methods to further enhance the teaching process using the knowledge they have gained from measuring "FOR" learning.
 Key Features of ‘Assessment FOR Learning’
There are some key features of ‘Assessment FOR Learning’:

➢ "Assessment for learning occurs throughout the learning process" (Rethinking classroom assessment with purpose in mind,

2006, p. 29).

➢ Assessment for learning aims to identify students' potential and improve students' learning.

➢ Assessment for learning assesses a student's performance, progress, and development of knowledge, attitudes, values, and skills.

➢ Assessment for learning is to motivate students to learn, help them effectively regulate their learning process, and enhance self-

confidence and self-esteem.

➢ The assessment for learning pays attention to the needs of the students, the learning process, and the student's experience in

learning.
 Reasons for Implementing ‘Assessment For Learning’
1- It is an ongoing, everyday assessment that allows teachers to monitor students learning and modify their teaching based on what the students need for

being successful.

2- Involving students in peer and self-assessment. Students should actively participate in their learning to see what progress they have made in their

learning and what they need to improve their performance. Therefore, the teacher should encourage students to review their work critically and

constructively.

3- It is based on sharing learning goals with students, where if students realize the main destinations they seek, they will know their needs to achieve this.

4- Assessment for learning aims to provide students with the essential skills and strategies needed to help them take the following steps in their learning.

5- Providing feedback, which leads to students recognizing their next steps and how to take them. Feedback should be about the qualities of the work with

specific advice on what needs to be done to improve. "Feedback helps students become self-regulated as it signals to the learner areas to improve on."

(Magno & Lizada, 2015).

 Reasons for Implementing ‘Assessment For Learning’(Cont’d)
6- Involve the teacher and student in reviewing and reflecting on assessment information and data. Students can develop an improved

understanding based on the feedback and feedback they receive from the teacher. This interaction between the teacher and the student helps

to enhance learning and build understanding. Conditions for an Assessment for Learning environment

7- It is progressive, so it ensures that skills

are practiced and enhanced.

8- "Assessment for learning helps students identify

standards toward goals. The teacher has to be clear about what

the students have to achieve. So students have to come up with

the criteria they have to use for that. Then, the teacher can

present models for successful learners to encourage them."

Source: Adapted from
(University of Reading, n.d). https://www.researchgate.net/publication/215967361_Intersections_The_uti
lity_of_an_'Assessment_for_Learning'_discourse_for_Design_educators
 Examples of ‘Assessment FOR Learning’ Instruments
Main (n.d.) asserts that the strategies of assessment for learning are processes of "self-directed, student-centered and collaborative

inquiry that focuses on the development of critical thinking skills through problem-solving activities" (para. 14). Some examples of the

assessment for learning instruments are:

➢ One-minute Papers

➢ Think-Pair-Share

➢ Observation Checklists

➢ Admit/Exit Tickets

➢ Discussion

➢ Questioning

➢ Traffic Light
Source: Adapted from clipart-
➢ Quizzes library.com
 Description of ‘Assessment FOR Learning’ Instrument
Instrument: Think-Pair-Share

Grade: Grade 7

Subject: Science

Description: In grade 7's classroom, students will explore how simple machines can make work more efficient. The Think-Pair-Share

method will be used to help students deepen their understanding. The following procedure will be followed:

1. Students are asked to think independently and brainstorm the application of simple machines to everyday situations.

2. Students have 5 minutes to write down any ideas that come to mind or draw a simple mind map.

3. Students work in pairs to exchange their views within 10-15 minutes, enriching their understanding of the subject matter.

4. The teacher check the results of the discussion.

5. The selected students share their thoughts, new knowledge gained from their peers, and the results of their cooperation.

6. The teacher make supplementary summaries, summarise comments, and guide students to think further.
 Possible Benefits of Think-Pair-Share

● Teachers can gather authentic information and provide ongoing feedback

giving opportunities.

Teachers who actively move around the classroom and pay attention to different

conversations obtain useful insight into students' knowledge levels, allowing them to

provide accurate and constructive comments on their progress as well as follow-up

Source: TPS data gathering model
differentiation tactics and grouping decisions. (Renshaw et al., 2013)

● Increases self-management skills.

Research has shown, according to Crockett (n.d.), that students perform better when they

are held responsible for their education. With this style of discussion, students can answer

questions in writing before having meaningful conversations with other students. Source: Self-management model that
TPS offers (Snook,2018)
 Possible Benefits of Think-Pair-Share (Cont’d)
● Increases comfort in sharing thoughts and ideas.

Research has shown, according to Crockett (n.d.), that when students are held

responsible for their education, their performance improves. Before participating in

meaningful conversation with other students, this discussion style enables students to

answer questions in writing

● Fosters Social Skills.

As they hear from various viewpoints and experiences, students learn from one

another. By having students brainstorm in groups or pairs, this method improves their Source: students communicating in a
TPS (Syda Production, n.d.)
communication skills. As kids connect with one another, it promotes resiliency,

openness, and conflict resolution techniques. Additionally, as students learn new

terms and broaden their past knowledge through peer engagement, it aids ELL and

typical learners in developing their vocabulary.

 Possible Benefits of Think-Pair-Share (Cont’d)

● Assist learners in understanding the topic.

Students gain focus and a deeper understanding of the topic's core when

they converse and exchange information on a particular subject. Along with

continual help, differentiation, and teacher verification through feedback,

their peers assist them in exploring the topic. In the class, students can more

effectively understand and provide positive ideas.

Souce: Students peer helping in learning a

reading material (Think-pair-share, n.d.)
 Analysis of Group Process
We started off our group work by forming a WhatsApp group to facilitate collaborative communication between group members. All group members reviewed the group work

overview document individually. The team leader created a framework for the group work via google docs. The link to the doc was shared with all group members on our

WhatsApp platform so all could access and edit remotely. Group members were assigned to work on the following aspects of the group presentation for phase 1 of the project:

· Reasons for implement “Assessment FOR Learning” - Marwan Mabawy (Progress Chaser)

· Develop and describe the instrument - Dan Li (Team Leader)

· Possible benefits of the instrument - Issam Ayash (Co-Leader)

· Analysis of group process - Examine your decision-making process in this group activity - Herbert Asiedu-Mante (Recordkeeper)

· Introduction, overview of imaginary school - Eva Cazaubon (Presentation Organizer)

The group determined an imaginary school called "Top Stars Community School" and began to discuss the assessment for learning instruments that would be implemented in the

classrooms.

The group members agreed that, before identifying specific assessment for learning instruments that can be used in the classroom, it is crucial to clarify the definition,

characteristics, and possible benefits of assessment of learning.

After group discussions, we selected and focused on describing and developing the 'Think-Pair-Share' instrument. In addition, some other instruments of assessment for learning

were listed.
 Phase Two
Assessment Learning

OF
OF
 Definition of ‘Assessment OF Learning’
➢"Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum

outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students' future programs or

placements" (Rethinking classroom assessment with purpose in mind , 2006. p. 55).

➢Assessment of learning is generally conducted at the end of a semester or academic year, course, subject, or unit. It benchmarks students'

learning outcomes against pre-set educational goals.

➢The purpose of assessment of learning is to determine whether or not students have achieved their learning objectives. It is designed to

measure student learning in order to help different stakeholders make informed decisions.

➢Assessment of learning should be scored. The scores may be reflected on the student's report cards or be discussed in teacher-parent

conferences.

➢This method of assessment is summative and typically takes place at the conclusion of a unit or academic term. When learning is assessed

effectively, it "produces defensible and accurate descriptions of student competence in relation to defined outcomes" (Western and Northern

Canadian Protocol for Collaboration in Education, 2006, p. 58).

 Key Features of ‘Assessment OF Learning’
There are some key features of ‘Assessment of Learning’:

➢ Assessment of learning is based on teacher judgment, external testing, or a combination of both.

➢ Assessment of learning is not a routine activity that is part of regular learning and is only assessed when

achievement needs to be reported.

➢ Assessment of learning not only achieves the purpose of summarizing and reporting learning but also

promotes learning.

➢ The combination of assessment of learning and assessment for learning provides students with opportunities

for self-assessment, which is an essential criterion for effective assessment practice.

 Steps of ‘Assessment OF Learning’
Assessment of learning consists of four steps:

1. generating evidence through tests, tasks, or routine

teaching activities

2. selecting and summarizing evidence

3. judging achievement based on curriculum standards Assessment of Learning Diagram

4. reporting achievement

(Harlen, 2006 ）
 Reasons for Implementing ‘Assessment OF Learning’
1- It demonstrates if curriculum outcomes or individual goals were met and provides quantitative and qualitative
measures of achievement.
2- It can be used for monitoring the overall growth and progress of both individual students and the school as a whole
3- Provides academic records for the student – When summative assessments are completed, recordkeeping is a must.
With the implementation, the recorded scores and grades go into a student record. Scores are needed for many
different purposes, such as college admission, schools, and districts, to understand a school's results or performance
(Reddy, 2019).
4- Assessment of learning informs students and parents of their proficiency in relation to the learning outcomes
and how they can apply concepts, knowledge, and skills (Western and Northern Canadian Protocol for
Collaboration in Education, 2006)
5- Data will help plan learning goals and needs for students. Using the data from summative assessment, a teacher can
plan for the student's future learning goals and conditions (NSW, 2021).
 Examples of ‘Assessment OF Learning’ Instruments
“Assessment of learning methods include not only tests and examinations, but also a rich variety of products and
demonstrations of learning” (Rethinking classroom assessment with purpose in mind, 2006, p. 57). Some examples of the
assessment of learning instruments are:
➢ Final Projects/Presentations
➢ End of term/ Midterm Examinations
➢ Standardized Tests
➢ Formal Essays
➢ Chapter tests
➢ One on one Interviews
➢ Portfolios and Journals
➢ Exhibitions
➢ Rubrics
Group presentation/project
Source: Adapted from www. learner.org
Description of ‘Assessment OF Learning’ Instrument
Instrument: Final Project

Grade: Grade 9

Subject: Social Studies

Description: Students in grade 9 are exploring how change happens along with time and how it affects people's lives. At the end of

the unit, students are asked to use multiple intelligences to complete a final project to demonstrate their understanding of the unit

they studied. The final project will be need to

● Identify the different changes in a person's life and the place around them.

● Use research paper and chart drawings on different changes.

● Prepare a categorized list of different changes that have an impact on one's life.

● Compare and summarize the impact of different changes in one's life.

● Design a plan for a better society.

 Possible Benefits of Final Projects
● Students can't just remember information on project-based summative exams; they have to use what they

have learned and how they have learned it.

● This enables a student-centered summative assessment.

● Students are more interested in their final projects when they have to solve problems and think critically

(these can also be added as rubric areas) (Trach, 2018).

● Final projects encourage innovation and creativity, two abilities that students need to acquire in the twenty-

first century (Stauffer, 2020).

● Final projects foster authenticity by connecting to students' outside-of-class experiences and communities,

which improves "engagement with the world around them and prepares students to be good citizens in

addition to making them college-and career-ready" (Trach, 2018, para. 9).

 Analysis of Group Process
● Define 'Assessment OF Learning'

Based on the ideas of different group members, we synthesized and determined the definition of assessment of learning.

● Discuss and research the characteristics of 'Assessment OF Learning'

Group members believe that identifying the characteristics of assessment of learning helps teachers gain a deeper understanding of it.

● Identify four stages of 'Assessment OF Learning'

The four stages of assessment of learning may guide and help teachers apply it effectively in the classrooms.

● Discuss the importance of implementing 'Assessment OF Learning'

The identified importance is the reasons for implementing assessment of learning in the classrooms.

● Discuss the instruments of 'Assessment OF Learning' that can be used in the classroom

There are various instruments of assessment of learning, and the group members shared their familiar assessment strategies and made a list.

● Choose a specific instrument to expand and illustrate its application, and its possible benefits.

The group members agreed upon the ‘Final Project’ as an effective assessment of learning strategy that can be used in the classroom. An application

example was described in detail. The possible benefits of 'Final Project' also has been elaborated.
 Phase Three

Assessment
Learning

AS
AS
 Definition of ‘Assessment AS Learning’
➢ “Assessment as learning occurs when students are their own assessors” (Harapnuik, 2021, para. 5).

➢ Since it emphasizes students as the protagonists of their learning and participants in what is known as metacognition,

assessment as learning is extremely student-centered.

➢ "Assessment as learning is based in research about how learning happens, and is characterized by students reflecting on

their own learning and making adjustments so that they achieve deeper understanding" (Rethinking classroom assessment

with purpose in mind, 2006., p. 41).

➢ Students actively participate in developing their own understanding through assessment of learning, connecting and

applying prior knowledge to new learning, and self-reflection, which entails paying close attention to what they are

learning and using it to potentially change the way that they think.
 Key Elements of ‘Assessment AS Learning’
There are three key elements of ‘Assessment as learning’:

❏ Student autonomy: The core of assessment as learning is to highlight the importance of students' self-reflection, self-

monitoring, and self-regulation of the learning process. In assessment as learning, "students are the critical connectors between

assessment and learning" (Rethinking classroom assessment with purpose in mind, n.d., p. 41).

❏ Metacognitive drive: "Assessment as learning focuses on students and emphasizes assessment as a process of metacognition

(knowledge of one's own thought processes) for students" (Rethinking classroom assessment with purpose in mind, n.d., p. 41).

Students' learning motivation and self-efficacy can be enhanced by improving their metacognition level.

❏ Integration of assessment and learning: By developing learning objectives into assessment criteria and transforming

assessment tasks into learning tasks, assessment as learning allows assessment and learning to be fully integrated. When students

become good assessors of their own learning activities, they have the potential to grow into genuinely independent and

successful lifelong learners.

 Reasons to Implement ‘Assessment AS Learning’
1- Assessment as learning encourages students to take responsibility for their own learning.

2- Assessment as learning is often informal, self and peer assessments with feedback provided directly

from the learners providing the next step in the learning journey (Berry, 2008).

3- It fosters a growth mindset in students, and students learn that failure is part of the journey, not its end. As Stiggins

suggests, “Our students must understand that, when we try to grow, we sometimes fail at first, and that failure is all

right. The trick is to help students understand that failure holds the seeds of later success.” ( Western and Northern

Canadian Protocol for Collaboration in Education, 2006).

4- It provides ways for students to use formal and informal feedback and self-assessment to help them understand the

next steps in learning.

5- It promotes peer-assessment and self-assessment furthering student autonomy and self-regulation.

6- Provides an opportunity to the teachers and students to discuss alternatives. (Western and

Northern Canadian Protocol for Collaboration in Education, 2006).

Examples of ‘Assessment AS Learning’ Instruments
"Assessment as learning extends the role of teachers to include designing instruction and assessment that allows all students to think

about, and monitor, their own learning" (Rethinking classroom assessment with purpose in mind, 2006, p. 42). Some examples of the

assessment as learning instruments are:

➢ Concept Maps

➢ Self-Assessments

➢ One-Sentence Summaries

➢ Reflection Journals

➢ Peer Teaching

➢ Three-Minute Pause

➢ Peer-Assessments
Source: Adapted from
➢ Portfolios destinysodyssey.com
 Description of ‘Assessment AS Learning’ Instrument
Instrument: Portfolio Letter

Grade: Grade 11

Subject: Language Arts

Description: At the beginning of the new unit-Poetry, grade 11 students are asked to write a portfolio letter. Students are asked to state

their past experiences with poetry writing and their expectations/needs for the unit they will study in the portfolio letters. Specifics that

will need to be addressed in the portfolio letter include:

● Do they like or dislike poetry, why?

● What types of poetry do they already know or have written in the past?

● How did they learn poetry most effectively in the past?

● What poems are they interested in? Or what types of poetry do they want to learn?

● In what ways do they expect to learn poetry?

● What kind of support do they want their teachers to provide?

● How have they expanded their knowledge of poetry through this unit? What poetry was written in this unit?

● Has poetry impacted their learning or their lives? If yes, how does poetry impact learning or life?
 Possible Benefits of Portfolio Letters
● Benefits that could come from using a Portfolio Letter Portfolio letters can have biases and present inaccurate or

insufficient information, but they can also have some advantages. It first provides the teachers with information about the

students' various learning preferences and modes of learning.

● Additionally, it demonstrates their capacity to evaluate their own learning (Western and Northern Canadian Protocol for

Collaboration in Education, 2006).

● Third, it offers advice on how the teacher should continue with teaching and learning (even when the letters might not be

real). Last but not least, it promotes introspection and identifies the pupils' metacognitive stages.
 Analysis of Group Process
1. The group investigated the definition of assessment as learning to further expand theoretical understanding of it.

2. When examining the definition of assessment as learning, the group found that assessment as learning has three key

elements: student autonomy, metacognitive drive, and integration of assessment and learning. These three elements are

theoretical guidelines for applying assessment as learning in practice.

3. Group members analyzed the rationale for implementing assessment as learning based on the three key elements of

assessment as learning.

4. Some examples of assessment as learning were listed based on the group member's agreement. These examples would help

students think, monitor, and self-regulate their learning.

5. The 'Portfolio Letter' instrument was selected and determined to describe and expand its application in the classroom. The

group also elaborated on the possible benefits of 'Portfolio Letter.'

 Conclusion

This project investigated the three reasons for assessment. They are assessments for, as, of learning. These facets benefit both

teachers and students. When used properly, there will be significant improvements in teaching and learning.

While working on this project, it was fascinating to learn about the various instruments that can be used to assess teaching and

learning. Some of these instruments we have used before, but we did not consider whether we were using them for, as, or of learning. We

believe that the majority would be considered an assessment of learning.

The process of making the instruments was extremely beneficial. As a result of this project, group members are better informed

about which assessment instrument to use and why.

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