This is NOT my original work. This was created by Janet Holmshaw and Jeff Sapiro of Middlesex University, London. I have simply uploaded it for use in one of my college courses.

1. Session Four:
Assessment of learning in the
classroom
Short Course in Learning and
Teaching in the Classroom
Janet Holmshaw and Jeff Sapiro
Middlesex University, London

2. Session Aim:
To provide an overview and some
practical suggestions about how
assessment of learning can take place
within the classroom

3. Learning Outcomes
By the end of this session you will have been
provided with opportunities to:
 Reflect on your own experiences of assessing
learning in the classroom
 Discuss types of assessment and their purposes
 Consider different ways of assessing learning in
the classroom
 Identify the dimensions of providing feedback to
students on their learning

4. Exercise:
What is the purpose of assessment?

5. Exercise: Purpose of assessment
 Motivation
 Creating learning opportunities
 To give feedback
 To grade
Assessment should be an integral part of the
learning process rather than something that is
“tacked on” at the end
(Chris Rust,
http://www.heacademy.ac.uk/ourwork/learning/asses
; Accessed 9.10.08)

6. Types of assessment
Formative assessment:
 activities that students and teachers undertake
to get information about students’ learning
 giving students feedback which they can use to
improve their performance
Summative assessment:
 Judgement made on work that results in the
student being awarded a grade, may include
formative elements
 Assessment designed to be used to determine
grades or marks

7. Classroom Assessment- what is it?
Classroom assessment is both a teaching
approach and a set of techniques. The
approach is that the more you know about
what and how students are learning, the
better you can plan learning activities to
structure your teaching
Tom Angelo (1993)

8. What is the purpose of classroom
assessment?
Classroom assessment is usually
formative – rather than summative – i.e. it
is aimed at improving learning rather than
at assigning grades
The goal is to better understand your
students learning and in turn improve your
teaching

9. Exercise:
Work in pairs to come up with a list of ways
in which you have seen or used formative
assessment used in the classroom
Choose 2 of these to feedback to the rest of
the group

10. What was I assessing there?

11. Methods for formatively assessing
learning in the classroom
 Questions and answers
 Report back from group work
 Questions students ask
 Peer assessment
 Self assessment
 Specific techniques e.g. minute papers, chain
notes, directed paraphrasing, application cards

12. Feedback
 Feedback plays a central role in student
learning
How does this link with theories of
learning covered earlier?

13. Methods of feedback
 Feedback can be
Written/ oral
From teacher to students
From students to students
 What methods have you come across?
 Choose one of these methods and
discuss its advantages and
disadvantages

14. What do you think makes good quality
feedback?
What sorts of things are important?

15. High quality feedback is….
 Supportive and aimed at improvement
 Yet also analytic and critical
 Relates explicitly to the goals of the
activity/ assessed task
 Timely….the quicker the feedback, the
greater effect it has

16. How can we most effectively give
feedback?
 Give the good news first – find something
good about the activity/ assessed task and
comment specifically on this
 Give specific pointers for improvement –
don’t overwhelm: concentrate on most
important points
 End on a note of encouragement

17. Let’s practice giving feedback....
Consider what you would like to feedback
to Janet and Jeff about today's session.
Over to you!