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Assessment For Learning

Assessment for learning involves using student progress information to support and improve learning through differentiated instruction and feedback. It occurs throughout the learning process using various tools and engages teachers in adjusting their teaching based on checking for understanding. Principles of assessment for learning include focusing on making student thinking visible, building student assessment capabilities, emphasizing progress over failure, and recognizing social and cultural aspects. Examples include frequent progress monitoring to identify at-risk students and adjust instruction accordingly.

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Shey
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10 views

Assessment For Learning

Assessment for learning involves using student progress information to support and improve learning through differentiated instruction and feedback. It occurs throughout the learning process using various tools and engages teachers in adjusting their teaching based on checking for understanding. Principles of assessment for learning include focusing on making student thinking visible, building student assessment capabilities, emphasizing progress over failure, and recognizing social and cultural aspects. Examples include frequent progress monitoring to identify at-risk students and adjust instruction accordingly.

Uploaded by

Shey
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ASSESSMENT FOR

LEARNING
Assessment for Learning ( Formative Assessment )
Involves the use of information about student
progress to support and improve student learning ,
inform instructional practices , and : is teacher -
driven for ssstydent , teacher, and parent use; occurs
throughout the teaching and learning process, using a
variety of tools; and engages teacher in providing
differentitated instruction, feedback to students to
enhance their learning, and information to parents in
support of learning.
 Also described as assessments as learning - assess a
students comprehension and understanding of a skill
or lesson during the learning and teaching process.
 Assessment for learning happens during the learning
process itself at its core AFL is about checking for
understanding and being reactive as an educator.
Learners are involved in the learning process, and by
the teacher is able to adjust their teaching and
delivery to maximise student understanding and
progress.
PRINCIPLES OF
ASSESSMENT
Assessment for learning must be underpinned by
the utmost confidence that every student can
improve.It should be driven by the concept of ako -
to teach and to learn. Assessment for learning
should enable reciprocal learning where teachers
and students share and value each other’s sense-
making processes. Knowledge of the learner is vital
to ensure assessment is appropriate and fit for
purpose.
1. LEARNING TO LEARN
Good assessment should:
 Focus less on “ Do they have the rigth or wrong
answer?” and more on making students thinking
visible to both teacher and student.
 Help develop understanding of the strategies and
patterns students have constructed in order to make
sense of the world.
BUILDING STUDENT’S ASSESSMENT
CAPABILITIES
When students actively participate in assessing their
learning by interpreting their performance , they are
better placed to recognise important moments of
personal learning. This helps them to identify their
own strengths and needs , and discover how to make
“ where to next ?” decisions.
Students should be educated in ways that build their
assessment capabilities, so they can take increasing
control of their own learning and become more.
Developing students assessment capabilities
engages and motivates them, and helps them to
become more independent leamers Assessment that
encourages learning promotes motivation by
emphasising progress and achievement rather than
failure.
2. ENGAGEMENT AND MOTIVATION
One of the most important purposes of assessment
for learning in the role it plays in student
motivation, Knowledge and understanding of what
is to be achieved is not enough.
Students must want to make the effort and be
willing to keep on engaging even when they find the
learning difficult.
3. CONTENT KNOWLEDGE
• Knowledge of both curriculum and pedagogical content is
essential for effective assessment for learning.
• Teachers require deep knowledge of the content to be taught
and how students learn it. This means having a clear
understanding of the concepts, a sense of likely
understandings and misunderstandings students will bring
to tha classroom and how to best facilitate new learning.
• To provide learning effective learning opportunities,
teachers need to understand the curriculum, its goals, and
how students can progress towards them.
4. PLANNING AND COMMUNICATION
• Assessment for learning should be built into teachers
planning as a part of everyday classroom practice.
• Learning goals, teaching strategies, and assessment criteria
should be carefully matched. Students should know in
advance what they will learn, as well as how and why they
are be assessed. Teachers planning should be flexible so that
they can make changes in response to new information,
oppurtunities or insights. Their planning needs to include
strategies to check that students understand the goals they are
pursuing and the criteria will be applied in assessing their
work.
5.CUMULATIVE MEASUREMENT OF PROGRESS
Assessment should be valid, fair, and suited to the purpose.
It should measure progress, not just achievement. Any
assessment can only provide a snapshot of achievement on
a particular day.
Performance will vary from day to day depending on:
 the nature of the assessment task
the conditions in which the assessment is undertaken
the purpose of the assessment
the student's preparation
the student's engagement and motivation
• To make a valid and fair measure of progress over
time, teachers need to analyse information from a
range of sources. It's important that teachers gather
information both formally and informally, using a
range of approaches to add to or modify their
picture of each student's learning over time.
6. SUPPORT FOR TEACHING AND LEARNING
GOALS
 Teachers need to know how a given assessment
should enhance learning, and how to check if it has.
Assessment should emphasise quality student-
teacher learning interactions and be fit for purpose.
Assessment for learning supports teaching and
learning goals in three key ways:

IDENTIFYING THE LEARNING NEED


 Assessment information helps teachers and
students identify where a student in in terms of their
learning, where they want to be, and what next
teaching and learning steps can help them to achieve
their goals
FEEDBACK
Feedback based on assessment is one of the most
powerful ingredients in teaching and learning, and
maximising the quality, appropriateness, and use of
feedback should be a core aim of all assessment
practice. There should be as much or as little
feedback as is needed, using a number of approaches
if necessary. Knowledge of the learner is essential for
knowing what is appropriate and ensuring feedback is
delivered in a way that empowers the learner.
NEXT TEACHING AND LEARNING STEPS
 To be effective in describing next teaching and
learning steps assessment for leaming should be
linked to some form of learning progression.
 A learning progression should clearly articulate
what steps make up progress towards an ultimate
learning goal. Assessment for learning helps teacher
and student locate the student's position along the
learning progression
• Progression doesn't necessarily always happen in a
linear fashion. Students will often move far ahead in one
area while retaining significant learning needs in
another.
• Progression doesn't necessarily always happen in a
linear fashion. Students will often move far ahead in one
area while retaining significant learning needs in
another. Part of the art of teaching is supporting students
to build on strengths in order to meet needs, and
providing students challenging yet achievable steps
towards their leaming goals.
7. RECOGNITION OF SOCIAL AND CULTURAL
ASPECTS OF ASSESSMENT
All aspects of assessment carry a social and cultural
dimension.
Teachers need knowledge of their students' cultures,
backgrounds, and experiences to ensure assessment
is appropriate and effective.
SOCIAL ASPECTS
To be effective, assessment for learning needs to take place
within a positive learning environment. Students should be
encouraged make errors, and understand that wrong answers
can assist learning just as effectively as right answers.
Encouraging a culture of listening critically to one another,
responding positively and constructively, and appreciating the
different strengths, experiences, and skill sets among peers
will help create such an environment, if this can be
accomplished, students can learn to conduct effective peer
assessments of each other.
CULTURAL ASPECTS

In the classroom, non judgmental exploration of


teachers and students' own cultural values,
assumptions, and understandings about learning and
assessment may help them to use the differences
that surface to develop their own strengths, and
identify areas for improvement
EXAMPLES OF ASSESSMENT FOR LEARNING
Frequent progress monitoring is an example of
assessments for learning, where a students academic
performance is regularly assessed between bench
marks to determine if the current instruction and
intervension is positively impacting students
achievement or if adjustments need to be
implemented.
Identify at-risk students early adjust instruction
according an immediate monitor.
IMPORTANCE OF ASSESSMENT
Assessment is a natural part of the teaching and
learning process. both teachers and learners should
be involved in the assessment, teaching, and
teaching process.
Assessment can serve as much broader purpose
than measuring success define simply as acquisition
of factual knowledge. Instead of using it merely a a
tool to measure student success, assessment should
be treated as a catalyst to learning.
 Evaluating a students understanding by comparing
his or her achievement against a class district or
nationwide benchmark or standard, and assessing
them to comprehend and understanding of a skill or
lesson during the learning and teaching process.
 There are many ways of classifying the functions
of assessment. One simple way is to subsume the
functions into two main categories: making a
judgement of performance and improving learning.

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