The document outlines three types of assessment in education: assessment of learning, which is summative and evaluates student achievement at the end of a task; assessment for learning, which is formative and occurs during the learning process to provide feedback and adjust instruction; and assessment as learning, where students reflect on their own learning and set goals. It emphasizes the roles of teachers in facilitating these assessments and provides examples of self and peer assessment. Additionally, it discusses traditional marking systems and the merits of numerical versus letter grades in reporting student performance.

1. ANSHUMAN JENA
Assistant Prof. Of Education
Department of Teacher Education
Rama Devi Women’s University, BBSR
Assessment as reflecting process
And Marks/Grade as recording and
reporting of learning evidences

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.
 It takes place after a period of instruction and
makes a judgment about the learning by
grading/scoring a test or paper.
 Assessment of learning is designed to provide
evidence of achievement to students, parents and
other educators.

3. Teachers role:
 Effective assessment of learning requires that
teachers should provide processes that make it
possible for students to demonstrate their
competence and skill.
 Clear descriptions of the intended learning.
Example :
Semester exams, year-end exam, scores [report
card/ grade]

4. Assessment for learning :
 The purpose of this kind of assessment is
generally formative in nature.
 Assessment for learning happens during the
learning.
 As a result of this kind of assessment students
able to understand what they have to learn, what
is expected of them and are given feedback and
advice on how to improve their work.

5.  Here teachers use assessment as an investigable
tool to find out the strengths and weaknesses of
students.
 Adjust instruction accordingly and immediately.
Teachers’ role
 Teachers’ use assessment for learning to enhance
students’ motivation and commitment to learn.
 Assessment for learning occurs throughout the
learning process.
 Created differentiated teaching strategies and
learning opportunities for helping individual students
move forward in their learning.
 Helps to identify particular learning needs of
students.
Examples :

6. Assessment as learning:
 Through this process students are able to learn
about themselves as learners and reflect on their
work on a regular basis, usually through self and
peer assessment and decide their next step with
the help of the teacher.
 Assessment as learning helps students to take
more responsibility for their own learning and
monitoring future directions.

7. Teachers’ role:
The teacher’s role in promoting the development of
independent learners through assessment as
learning is to:
 Guide students in setting their own goals and
monitoring their progress towards 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.

8.  Provide regular and challenging opportunities to
practice, so that students can become confident,
competent self- assessors.
 Create an environment where it is safe for
students to take chances and where support is
readily available.

9. Self assessment:
The process by which students gather information
about and reflect on their own learning.
 Probing questions like:
 What did I do?
 How did I do?
 How can I improve on what I did?

10. Peer assessment:
A reflective activity that requires students,
individually or as a group to reflect upon and
make observations about the performance of one
and more peers.
For example:
 what is one thing your friend might try to change
next time?

11. Mark/Grade
 A traditional marking system which is based on a
zero to hundred scale appears to be an absolute
scale indicating the exact level of students
achievement but in real sense this is a relative
scale. The real meaning of marks can be drawn
when the number of an individual can be
compared to those assigned to other students.

12. Letter grades:
Letter grades are most common procedure of
reporting progress or a most common symbol
system. These letter grades are typically
interpreted as:
 Excellent
 Above average
 Average
 Below average
 Poor

13. Numerical grades:
 It is another procedure of grading system which is
very much similar to letter grade and are most
commonly used .
 Numerical grades provide more precision then
letter grades.
 In this excellent performance represented by a
grade ‘A’ may be further divided into numerical
grades ranging from 100 to a grade of 90.

14. Merits :
Numerical grades are easily averaged to obtain the
‘correct’ final works and finally it is widely
understood by students.

15. Marking system:
It determines the potential of an individual in a
particular area. It is understood by everyone that
whatever the learner has learnt over a period of
time can be expressed in terms of his/her
performance and the performance is measured in
numerical scores. That is why marks are defined
as a cumulative grades that reflect student’s
academic progress during a specific period of
instructions.

16.  In some educational institutions marks are
assigned both for academic and non-academic
work and students can be compared according to
their academic and non-academic achievement
on the basis of their feedback.
 The advantage of marking system is that it is a
very easy way to express the learning outcomes
or performance of a student in a numerical
indices or scores. It is very easy to compare the
scores of a number of students and to select and
admit them into different courses. Because of its
easy processing or scoring question on its validity
always arises.