2. 1. Assessment for Learning
– Focuses on the gap between where a learner is in his/her
learning, and where he/she needs to be – the desired goal. This
can be achieved through processes such as sharing criteria with
learners, effective questioning and feedback.
– Black and William define assessment for learning as all those
activities undertaken by teachers and/or by their students,
which provide information to be used as feedback to modify
the teaching and learning activities in which they are engaged.
3. Learners learn best when…
– They understand clearly what they are trying to learn, and
what is expected of them.
– they are given feedback about the quality of the work and
what they can do to make it better.
– They are given advice about how to go about making
improvements.
– They are fully involved in deciding what needs to be done
next, and who can give them help if they need it.
4. 2. Assessment as Learning
– Is about reflecting on evidence of learning.
– This is part of the cycle of assessment where pupils and staff set
learning goals, share learning intentions and success criteria and
evaluate their learning through dialogue and self and peer
assessment.
– Through this, learners become more aware of
• What they learn
• How they learn
• What helps them learn
5. – Learners are able to build knowledge of themselves
as learners, and become metacognitive.
– In other words, they become aware of how they
learn. It also helps them to take more responsibility
for their learning and participate more in the
process of learning.
6. 3. Assessment of Learning
– Involves working with the range of available evidence that
enables staff and the wider assessment community to
check on students’ progress and using this information in a
number of ways.
– Provides an arena for the management and planning of
assessment.
– For the teachers, to work collaboratively with the evidence.
It connects assessment with the curriculum.
7. Judgements about students’ learning
need to be dependable.
This means that:
• They are valid (based on sound criteria).
• They are reliable (accuracy of assessment and
practice).
• They are comparable (they stand up when
compared to judgments in other department or
schools).
