Learning and Assessment: Assessment, type of assessment- assessment for learning, assessment of learning and assessment as learning: definition, example, merits, demerits and role of teacher in assessment . Summative assessment. Formative assessment

1. LEARNING AND ASSESSMENT
Sita Majhi
Integrated B.Ed-M.Ed
Students
Sambalpur University

2. TEACH A COURSE 2
COURSE OUTLINE
Lesson 1. Assessment
Lesson 2. Assessment for learning
Lesson 3. Assessment of learning
Lesson 4. Assessment as learning
Lesson 5. Conclusion

3. ASSESSMENT
ASSESSMENT IS A PROCESS OF COLLECTING,
REVIEWING AND USING DATA, FOR THE
PURPOSE OF IMPROVEMENT IN THE
CURRENT PERFORMANCE. IT PROVIDE
FEEDBACK ON PERFORMANCE AND WAYS
TO ENHANCE PERFORMANCE IN FUTURE.

4. TYPE OF ASSESSMENT
CLASSROOM ASSESSMENT IS GENERALLY DIVIDED INTO THREE TYPES:
ASSESSMENT FOR LEARNING
ASSESSMENT OF LEARNING
ASSESSMENT AS LEARNING

5. 1. ASSESSMENT FOR LEARNING
THE PURPOSE OF THIS KIND OF ASSESSMENT IS USUALLY FORMATIVE.
ASSESSMENT FOR LEARNING IS ONGOING ASSESSMENT THAT ALLOWS TEACHERS
TO MONITOR STUDENTS ON A DAY-TO-DAY BASIS AND MODIFY THEIR TEACHING
BASED ON WHAT THE STUDENTS NEED TO BE SUCCESSFUL.
THIS ASSESSMENT PROVIDES STUDENTS WITH THE TIMELY, SPECIFIC FEEDBACK
THAT THEY NEED TO MAKE ADJUSTMENTS TO THEIR LEARNING.
IT AIMS TO ‘CLOSE THE GAP’ BETWEEN A LEARNER’S CURRENT SITUATION AND
WHERE THEY WANT TO BE IN THEIR LEARNING AND ACHIEVEMENT.

6. SOME EXAMPLES
• HOMEWORK EXERCISES AS REVIEW FOR EXAMS AND
CLASS DISCUSSIONS
• QUESTION AND ANSWER SESSIONS, BOTH FORMAL—
PLANNED AND INFORMAL—SPONTANEOUS
• CONFERENCES BETWEEN THE INSTRUCTOR AND
STUDENT AT VARIOUS POINTS IN THE SEMESTER
• IN-CLASS ACTIVITIES WHERE STUDENTS INFORMALLY
PRESENT THEIR RESULTS

7. THERE ARE FIVE MAIN PROCESSES THAT TAKE PLACE IN ASSESSMENT FOR LEARNING:
(I) QUESTIONING ENABLES A STUDENT, WITH THE HELP OF THEIR TEACHER, TO FIND OUT
LEVEL THEY ARE AT.
(II) THE TEACHER PROVIDES FEEDBACK TO EACH STUDENT ABOUT HOW TO IMPROVE THEIR
LEARNING.
(III) STUDENTS UNDERSTAND WHAT SUCCESSFUL WORK LOOKS LIKE FOR EACH TASK THEY ARE
DOING.
(IV) STUDENTS BECOME MORE INDEPENDENT IN THEIR LEARNING, TAKING PART IN PEER
ASSESSMENT AND SELF-ASSESSMENT.
(V) SUMMATIVE ASSESSMENTS (E.G. THE STUDENT’S EXAM OR PORTFOLIO SUBMISSION) ARE
ALSO USED FORMATIVELY TO HELP THEM IMPROVE.

8. WHAT ARE THE BENEFITS OF AFL?
• IMPROVES LEARNER OUTCOMES
• INCREASES CONFIDENCE
• INCREASES INDEPENDENCE
• CHANGES THE CULTURE OF THE CLASSROOM

9. WHAT ARE THE DEMERITS OF AFL?
• NEGATIVE EFFECT ON STUDENTS MOTIVATION
• CARELESS IMPLEMENTATION OF ASSESSMENTS
MAY HAVE NEGATIVE CONSEQUENCES
• DOES NOT PROVIDE OVERALL PICTURE OF
STUDENTS ACHIEVEMENT
• STUDENTS THAT PERFORM BETTER WITH ORAL
AND VISUAL SKILLS OR WHO DISPLAY SUPERIOR
CREATIVITY ARE AT DISADVANTAGE

10. TEACHERS’ ROLES IN ASSESSMENT FOR LEARNING:
ASSESSMENT FOR LEARNING OCCURS THROUGHOUT THE LEARNING PROCESS. IT IS
INTERACTIVE, WITH TEACHERS:
ALIGNING INSTRUCTION
IDENTIFYING PARTICULAR LEARNING NEEDS OF STUDENTS OR GROUPS
SELECTING AND ADAPTING MATERIALS AND RESOURCES
CREATING DIFFERENTIATED TEACHING STRATEGIES AND LEARNING OPPORTUNITIES
FOR HELPING INDIVIDUAL STUDENTS MOVE FORWARD IN THEIR LEARNING
PROVIDING IMMEDIATE FEEDBACK AND DIRECTION TO STUDENTS

11. 2.ASSESSMENT OF LEARNING
 THE PURPOSE OF THIS KIND OF ASSESSMENT IS USUALLY SUMMATIVE AND IS MOSTLY
DONE AT THE END OF A TASK, UNIT OF WORK ETC.
 ASSESSMENT OF LEARNING INVOLVES LOOKING AT ASSESSMENT INFORMATION AT THE
END OF THE TEACHING AND LEARNING PROCESS TO RANK STUDENTS’ ACHIEVEMENT
LEVELS AGAINST A STANDARD.
 ASSESSMENT OF LEARNING SCORES ARE OFTEN USED TO RATE TEACHERS’ OR SCHOOLS’
ABILITY TO MOVE STUDENT ACHIEVEMENT BASED ON THE RESULTS OF SINGLE, POINT-IN-
TIME TESTS
 ASSESSMENT OF LEARNING IS THE ASSESSMENT THAT BECOMES PUBLIC AND RESULTS IN
STATEMENTS OR SYMBOLS ABOUT HOW WELL STUDENTS ARE LEARNING. IT OFTEN
CONTRIBUTES TO PIVOTAL DECISIONS THAT WILL AFFECT STUDENTS’ FUTURES.

12. SOME EXAMPLES
• END-OF-UNIT OR CHAPTER
• END-OF-TERM OR SEMESTER EXAM
• STATE ASSESSMENT
• DISTRICT ASSESSMENT
• SCORE USED FOR ACCOUNTABILITY FOR SCHOOLS
AND STUDENTS

13. WHAT ARE THE BENEFITS OF AOL?
• MAKE ACADEMIC RECORDS
• PROVIDES OPPORTUNITY
• BOOST INDIVIDUAL
• TRAINING SUCCESS CAN BE
MEASURED
• THEY ARE TOOLS FOR EVALUATION
• MEASURES EDUCATOR
PERFORMANCE
• GAINS A BETTER UNDERSTANDING

14. WHAT ARE THE DEMERITS OF
AOL?
• DEMOTIVATES INDIVIDUALS
• RECTIFICATION IS LATE
• NO REMEDY
• NOT ACCURATE REFLECTION OF
LEARNING
• NEGATIVE EFFECT FOR STUDENTS

15. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING:
TEACHERS HAVE THE RESPONSIBILITY OF REPORTING STUDENT LEARNING
ACCURATELY AND FAIRLY, BASED ON EVIDENCE OBTAINED FROM A VARIETY OF
CONTEXTS AND APPLICATIONS. EFFECTIVE ASSESSMENT OF LEARNING REQUIRES
THAT TEACHERS PROVIDE:
 CLEAR DESCRIPTIONS OF THE INTENDED LEARNING
 PROCESSES THAT MAKE IT POSSIBLE FOR STUDENTS TO DEMONSTRATE THEIR
COMPETENCE AND SKILL RANGE OF ALTERNATIVE MECHANISMS FOR ASSESSING
THE SAME OUTCOMES
 PUBLIC AND DEFENSIBLE REFERENCE POINTS FOR MAKING JUDGEMENTS
 DESCRIPTIONS OF THE ASSESSMENT PROCESS
 STRATEGIES FOR RECOURSE IN THE EVENT OF DISAGREEMENT ABOUT THE
DECISIONS

16. When the cook tastes the
soup, that’s formative; when
the guests taste the soup,
the summative. - Robert
Stake

17. 3.ASSESSMENT AS LEARNING
 THROUGH THIS PROCESS STUDENTS ARE ABLE TO LEARN ABOUT
THEMSELVES AS LEARNERS AND BECOME AWARE OF HOW THEY LEARN – BECOME
METACOGNITIVE (KNOWLEDGE OF ONE’S OWN THOUGHT PROCESSES).
 STUDENTS REFLECT ON THEIR WORK ON A REGULAR BASIS, USUALLY THROUGH SELF AND
PEER ASSESSMENT AND DECIDE (OFTEN WITH THE HELP OF THE TEACHER, PARTICULARLY
IN THE EARLY STAGES) WHAT THEIR NEXT LEARNING WILL BE.
 ASSESSMENT AS LEARNING HELPS STUDENTS TO TAKE MORE RESPONSIBILITY FOR THEIR
OWN LEARNING AND MONITORING FUTURE DIRECTIONS.
 THIS FORM OF ASSESSMENT IS CRUCIAL IN HELPING STUDENTS BECOME LIFELONG
LEARNERS.

18. SOME EXAMPLES
• A STUDENT CREATING A SOUNDCLOUD PODCAST
• YOUTUBE VIDEO TO DISPLAY SOLVING
PROBLEMS
• A DIGITAL PORTFOLIO

19. MONITORING METACOGNITION
• WHAT IS THE PURPOSE OF LEARNING THESE CONCEPTS
AND SKILLS?
• WHAT DO I KNOW ABOUT THIS TOPIC?
• WHAT STRATEGIES DO I KNOW THAT WILL HELP ME LEARN
THIS?
• AM I UNDERSTANDING THESE CONCEPTS?
• WHAT ARE THE CRITERIA FOR IMPROVING MY WORK?
• HAVE I ACCOMPLISHED THE GOALS I SET FOR MYSELF?

20. TEACHERS’ ROLES IN ASSESSMENT AS LEARNING
THE TEACHERS’ ROLE IN PROMOTING THE DEVELOPMENT OF INDEPENDENT LEARNERS THROUGH ASSESSMENT
AS LEARNING IS TO:
* MODEL AND TEACH THE SKILLS OF SELF-ASSESSMENT
* GUIDE STUDENTS IN SETTING THEIR OWN GOALS, AND MONITORING THEIR PROGRESS TOWARD THEM
* PROVIDE EXEMPLARS AND MODELS OF GOOD PRACTICE AND QUALITY WORK THAT REFLECT CURRICULUM
OUTCOMES
* WORK WITH STUDENTS TO DEVELOP CLEAR CRITERIA OF GOOD PRACTICE GUIDE STUDENTS IN DEVELOPING
INTERNAL FEEDBACK
* PROVIDE REGULAR AND CHALLENGING OPPORTUNITIES TO PRACTICE, SO THAT STUDENTS CAN BECOME
CONFIDENT, COMPETENT SELF-ASSESSORS
* MONITOR STUDENTS’ METACOGNITIVE PROCESSES AS WELL AS THEIR LEARNING, AND PROVIDE DESCRIPTIVE
FEEDBACK
* CREATE AN ENVIRONMENT WHERE IT IS SAFE FOR STUDENTS TO TAKE CHANCES AND WHERE SUPPORT IS
READILY AVAILABLE

21. FEATURES OF ASSESSMENT OF, FOR, AND AS LEARNING
Approach Purpose Reference Points Key Assessor
Assessment of
Learning
Judgments about
placement,
promotion,
credentials, etc.
Other students Teacher
Assessment for
Learning
Information for
teachers’
instructional
decisions
External standards
or expectations
Teacher
Assessment as
Learning
Self-monitoring and
self-correction or
adjustment
Personal goals and
external standards
Student

22. CONCLUSION
THESE THREE APPROACHES ALL CONTRIBUTE TO STUDENT LEARNING BUT IN
VASTLY DIFFERENT WAYS. THE TRICK IS TO GET THE BALANCE RIGHT.

23. THANK YOU!