This document discusses the concept of assessment for learning. It provides definitions of assessment from various scholars that describe assessment as a process for gathering information about student learning to improve instruction and further learning. The nature of assessment is described as being embedded in the learning process and closely interconnected with curriculum and instruction. Assessment plays a role in informing teaching, guiding students, and checking progress. It has multiple functions including monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.

1. Course 6 (Sem. 2)
ASSESSMENT FOR
LEARNING
Module I: Fundamentals of Assessment
Unit I : Concept of Assessment
Presentation by: Prof. Janardan Mogare

2. Meaning:
Assessment is a process by which
information is obtained relative to
some known objective or goal.
Assessment is a broad term that
includes testing.
A test is a special form of
assessment.
Tests are assessments made under
contrived circumstances especially so
that they may be administered.
Assessment

3. In other words, all tests are
assessments, but not all assessments
are tests.
We test at the end of a lesson or
unit.
We assess progress at the end of a
school year through testing, and we
assess verbal and quantitative skills
Assessment

4. Definitions
Allen (2004):
Assessment involves the use of empirical data
on student learning to refine programs and improve
student learning.
Huba and Freed (2000):
Assessment is the process of gathering and
discussing information from multiple and diverse
sources in order to develop a deep understanding of
what students know, understand, and can do with
their knowledge as a result of their educational
experiences; the process culminates when assessment
results are used to improve subsequent learning.

5. Erwin (1991):
Assessment is the systematic basis for making
inferences about the learning and development of
students. It is the process of defining, selecting,
designing, collecting, analyzing, interpreting, and using
information to increase students’ learning and
development.
Palomba and Banta (1999):
Assessment is the systematic collection, review,
and use of information about educational programs
undertaken for the purpose of improving student
learning and development.

6. Nature of assessment
Assessment is embedded in the
learning process. It is tightly
interconnected with curriculum and
instruction.
As teachers and students work
towards the achievement of
curriculum outcomes, assessment
plays a constant role in informing
instruction, guiding the student’s next
steps, and checking progress and
achievement.

7. Nature of assessment
 Classroom assessment involves students and
teachers in continuous monitoring of students’
learning.
 It gives students a measure of their progress as
learners.
 It provides opportunity for close observation of
students in the process of learning.
 It helps in collection of frequent feedback on
students’ learning and how they respond to
particular teaching approaches.
 Assessment has profound impact on the self-
esteem of pupils, which is critical influence on
learning.
 Uses variety of strategies.

8. Thus ‘assessment’ includes all those activities
undertaken by teachers, and by their students
in assessing themselves, which provide
information to be used as feedback to modify
the teaching and learning activities in which
they are engaged.

9. Four fundamental elements of learner-centred assessment

10. • Monitoring the progress
• Decision making
• Screening
• Diagnostic process
• Placement of students in remedial
courses
Functions of assessment:

11. • Instructional planning
• Evaluation of instructional
programme.
• Feedback
• Motivation
Functions of assessment: