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Lesson 3 Purposes of Learning Assessment

The three types of learning assessment are assessment for learning, assessment as learning, and assessment of learning. Assessment for learning involves placement, formative, and diagnostic assessment done before and during instruction to inform teaching. Assessment as learning refers to teachers developing assessment skills and students engaging in self-assessment. Assessment of learning occurs after instruction through summative assessment to evaluate student proficiency and inform stakeholders.

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Omayah Rangiris
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45 views

Lesson 3 Purposes of Learning Assessment

The three types of learning assessment are assessment for learning, assessment as learning, and assessment of learning. Assessment for learning involves placement, formative, and diagnostic assessment done before and during instruction to inform teaching. Assessment as learning refers to teachers developing assessment skills and students engaging in self-assessment. Assessment of learning occurs after instruction through summative assessment to evaluate student proficiency and inform stakeholders.

Uploaded by

Omayah Rangiris
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PURPOSES OF

LEARNING ASSESSMENT

NORHANIFA P. GANDAROSA,LPT
Purposes of Learning Assessment
Forms of Assessment:
Assessment FOR learning,
Assessment AS learning, and
Assessment OF learning

Prepositions for, as, and of mean a lot. They make a big difference in
assessment. Assessment FOR learning, assessment AS learning and
assessment OF learning have different purposes.
ASSESSMENT FOR LEARNING
this Includes three types of assessment done before and during
instruction.
Teachers use assessment results to inform or adjust their teaching.
These are:
Placement
Formative
Diagnostic
ASSESSMENT FOR LEARNING
Placement - done prior to instruction
Its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction.
Teachers use this assessment to know what their students are bringing into the learning situation and
use this as a starting point, for instruction.
The results of this assessment place students in specific learning groups to facilitate teaching and
learning.

Formative - done during instruction


This assessment is where teachers continuously monitor the students' level of attainment of the
learning objectives (Stiggins, 2005)
The results of this assessment are communicated clearly and promptly to the students for them to know
their strengths and weaknesses and the progress of their learning.

Diagnostic - done during instruction


This is used to determine students’ recurring or persistent difficulties.
It searches for the underlying causes of student’s learning problems that do not respond to first aid
treatment.
It helps formulate a plan for detailed remedial instruction.
ASSESSMENT OF LEARNING
 this is done after instruction (end of the unit, a grading period or a term like a
semester). This is usually referred to as the summative assessment.
it is used to certify what students know and can do and the level of their
proficiency or competency.
Its results reveal whether or not instructions have successfully achieved the
curriculum outcomes.
The information from assessment of learning is usually expressed as marks or
letter grades (for grading purposes).
The results of which are communicated to the students, parents, and other
stakeholders for decision making.
It is also a powerful factor that could pave the way for educational reforms
ASSESSMENT AS LEARNING
For teachers:
this is done for teachers to understand and perform well their role of
assessing FOR and OF learning. It requires teachers to undergo training on
how to assess learning and be equipped with the following competencies
needed in performing their work as assessors.
For learners
This is associated with self-assessment, As the term implies, assessment by
itself is already a form of learning for the students.
Students set their targets, actively monitor and evaluate their own learning in
relation to their set target. As a consequence, they become self-directed or
independent learners.

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