This document discusses different types of assessment: formative assessment (assessment for learning), summative assessment (assessment of learning), and assessment as learning. For formative assessment, the teacher continuously evaluates student learning and provides feedback to identify learning difficulties and improve teaching methods. Summative assessment evaluates student achievement at the end of a unit or term by providing marks, ranks, and determining promotion or failure. Assessment as learning involves self-assessment, peer assessment, and guidance to help students think metacognitively about their own learning. The teacher plays an important role in all three types of assessment by providing continuous feedback, evaluating learning outcomes, using different assessment techniques, and guiding students to self-reflect on their

1. S. Anbalagan,
Assistant Professor of Mathematics
Thiagarajar College of Preceptors,
Madurai
•Assessment for learning( Diagnostic teaching)

2. Assessment for learning( Diagnostic teaching)
1. It is only formative evaluation(Remeidal) not
summative evaluation
2. Teaching- students learning
3. Student learning progress- learning difficulty- causes-
remedial – Continuous feedback
4.Formative evaluation- feedback – remedial – teacher
change the teaching methods
5. Leaning and teaching will improve- mastery

3. Teacher role in Assessment for learning
1. continuous assessment
2. Interaction
3. Asking question
4. Every day teaching after that asking
question, assignment and homework.
5. Evaluation-feedback- useful for slow learner
for help to find out learner’s learning
difficulties.
6. learning material and Resources
7. Give a chance for slow learner to improve
learning difficulty

4. Assessment of Learning(Achievement test)
• 1. It is summative assessment
• 2. Record and student achievement level.
• 3. assess course or unit or term at the end
• 4. given mark sheet
• 5. given rank
• 6. given promotion one class to another class
• 7. given Pass or fail
 Proficiency achieved
 Cognitive , affect and psychomotor domain
 Different type of question
 Total output

5. Teacher role in Assessment of Learning
• 1. level of achievement
• 2. Accuracy Assessment
• 3. Based on evidence
• 4. Expected learning outcomes
• 5. Assessment based Objective, short answer and
essay
• 6. different assessment technique(oral, written and
Practical)
• 7. Accept Level of learning achievement
• 8. in interpreting students marks
• 9. if any problem of assessment – we can find new
technique for the assessment

6. Assessment as learning(formative)
• 1. which type and what type of
learning, how learning
• 2. Meta cognition method(knowing
about knowing) thinking about
thinking – cognition about cognition.
• 3. self –assessment
• 4. Peer group assessment
• 5. personal goal
• 6. deep thinking
• 7. depth study
• 8. Guidance for further development

7. Teacher role of Assessment as learning
• 1 . Guide
• 2. Evaluator
• 3. self-monitoring
• 4. learning outcome(check)
• 5. Ceria for work or achievement or skill
• 6. feedback
• 7. Guiding question
• 8. Goal for achieving task
• 9. Good practices
• 10. quality work
• 11. Model
• 12. self- reflection