ASSESSMENT FOR LEARNING

LEARNING OUTCOMES

To understand the role of assessment in learning.
To understand the 3 kinds of assessment and differentiate between them.
To differentiate between formative and summative assessments.

Assessment can be defined as process of gathering data to better understand the strengths and weaknesses of student learning.

It plays an important role in the process of learning and motivation.

ROLE OF ASSESSMENT IN LEARNING

Assessment plays three kinds of roles in learning

They are:

· Assessment as learning

· Assessment for learning

· Assessment of learning

ASSESSMENT AS LEARNING

Assessment as learning develop in students the knowledge and skills required to adapt themselves to the learning situation and bring improvements in their learning. Students are given the opportunity to assess themselves and even their colleagues during class like peer assessment self-assessment.

Help students understand their own learning their points of strength and weakness in order to work on the self-assessment.

Knowing strength and weakness students become metacognitive.

It encourages students to take responsibility for their own learning.

Through this learning process students are able to learn about themselves as learners and become aware of how they learn- become metacognitive.

It involves teachers and students creating learning goals to encourage growth and development.

ROLE OF TEACHER IN ASSESSMENT AS LEARNING

In assessment as learning the teachers serves as a guide to the students.
Teachers can adopt the following classroom practices in practicing assessment as learning.
Model and teach the skills of self-assessment.
Discuss that student the learning outcomes of each content area in the curriculum.
Provide examples and models of good practice and quality work that reflect curriculum outcomes.
Work with the students and develop the criteria for various tasks that are to be completed on the skills that need to be learned.

Guide students in setting their own goals.
Providing regular feedback to students as they learn.
Helping them to monitor their own learning.
Create an environment where it is safe for students to take chance.

ASSESSMENT FOR LEARNING

Assessment for learning is the process of improving and enhancing students' learning. It is Undertaker throughout the period of teaching helping both students and teacher to know the progress and shortcomings in the students learning by providing continuous feedback, it includes both diagnostic and formative assessment.

Teachers use this assessment tools to find out as much as they can about what their students know and can do, and what confusions, preconceptions, or gaps they might have.

Reflects a view of learning in which assessment has students learn better rather than achieve a better mark.
Involves formal and informal assessment activities as part of learning and to inform the planning of future learning.
Includes clear goals for the learning activity.
Provides effective feedback that motivate the learner and can lead to improvement.
Reflects a belief that all students can improve.
Encourages self-assessment and pure assessment as part of regular classroom routine.
Involves teachers, students and parents reflecting on evidence.
Is Inclusive of all learners.

TEACHER ROLE IN ASSESSMENT FOR LEARNING

Teachers’ interaction with the students during the entire period of teaching·
Identifying the particular learning needs of students and learning deficiency of backward students from the feedback obtained from the assessment.
Selecting and adopting materials and resources that help to improve the students learning.
Providing immediate feedback and direction to the students to improve their learning.
Aligning instruction to suit with needs of students.

Assessment of learning

Assessment of Learning is the assessment that becomes public and results in statements or symbols about how well students are learning.
It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible.”

Often referred as summative assessment. Assessment of learning assess the teachers in using evidence of students learning to access achievement against outcomes and standards.

Defectiveness of assessment of learning for grading or ranking purpose depends on the validity, reliability and weighting placed on any one task. It's effectiveness as an opportunity for learning depends on the nature and quality of the feedback is used to plant future learning goals and pathways for students.

Provides evidence of achievement to the wider community including parent’s educators and the students themselves and outside groups.

Provides a transparent interpretation across all audiences

Role of teacher in assessment of learning

· Reporting the level of learning achievement of students to parents and making it public.

· Assessing students learning achievement in relation to the expected learning outcome.

· Making use of different kinds of test item and techniques in assessment of student learning.

· Interpreting and grading students learning achievement in relation to the acceptable level of learning achievement.

· Adopting transparent approaches in interpreting student’s mark.

· Being ready with strategies for resolution in the event of disagreement regarding students learning achievement.

Bases for analysis	Assessment as learning	Assessment for learning	Assessment of learning
Purpose of assessment	Provide opportunity for students to monitor and critically reflect on learning.	To enable teachers to determine next steps in advancing students learning.	To certify and informs students proficiency in relation to curriculum learning outcomes.
What are assessed	Strategies or challenges used by students to adjust or advance his learning.	Each students progress and learning needs in relation to the curricular outcomes.	The extent to which students can apply the key concept knowledge skills and attitude to curriculum outcome.
Assessing methods	Range of methods in different modes that elicit students learning and metacognitive process	Range of methods in different modes that makes students skills and understanding visible.	The range of methods in different modes that can access both product and process.
Ensuring quality of assessment	· Accuracy and consistency of student self-reflection. · engagement of students in considering and challenging his thinking. · students record their on learning.	· Accuracy and consistency of observations and interpretations of students learning. · clear and detailed learning expectation. · accurate detailed notes for descriptive feedback to each student.	Accuracy in consistency and fairness of judgement based on high quality information clear detailed learning expectation fair and accurate summative reporting.
Types of assessment	Formative promotes self-learning	Formative and diagnostic; helps the teacher to find the learning needs of students and modifying his teaching accordingly.	summative it is highly useful for parent’s teachers and education administrators
Using the information obtained from assessment	· Provide accurate descriptive feedback to develop independent learning habits · makes students focus on tasks that are be learnt. · provide ideas for rethinking. · provide condition for alternative discussing.	· Provide accurate descriptive feedback for further learning. · Differentiate instruction by continually checking where the student is, in relation to the curricular outcomes. · Provide descriptive feedback to parents about students learning and ideas for lending support to learning.	· indicate each student level of learning provide the foundation course grading students on the basis of their learning. · provisions and decide who are all promoted. · report fair accurate detailed information that can be used to decide the next step in learning. .

Formative assessment

Formative assessments help teachers understand student learning while they teach, and adjust their teaching strategies accordingly. The motive behind formative assessments is to screen students learning and give progressing input to teachers and students. It is assessment for learning. If designed appropriately, it helps students identify their strengths and weaknesses, can enable students to improve their self-regulatory skills so that they manage their education in a less haphazard fashion than is commonly found.

It is an ongoing process. It helps in giving feedback to both teachers and students so that they know their mistakes and rectify it. It also provides information to the faculty about the areas students are struggling with so that sufficient support can be put in place.

Formative assessments help you track how student knowledge is growing and changing in your classroom in real-time.

Tools of Formative assessment

1. Questionnaire:

· A questionnaire is a set of written or electronic questions designed to gather information, opinions, or feedback from students. It can be used to assess their understanding, preferences, or perceptions.

· Questionnaires in formative assessment provide valuable insights into students’ perspectives, attitudes, and areas where they may need additional support.

2. Quizzes:

· Quizzes are short assessments, often with multiple-choice or short-answer questions, administered during the learning process. They aim to check students’ comprehension of recent material.

· Quizzes in formative assessment help teachers gauge students’ grasp of ongoing lessons, enabling timely adjustments to teaching methods and content.

3. Debate:

· A debate involves a structured discussion where students present arguments, counterarguments, and engage in a deliberative exchange of ideas on a specific topic.

· Debates in formative assessment promote critical thinking, public speaking, and the development of persuasive skills. They offer insights into students’ ability to analyze and articulate their viewpoints.

4. Essays:

· Essays require students to compose extended written responses, expressing their thoughts, arguments, or reflections on a given topic.

· Essays in formative assessment assess students’ ability to organize and communicate ideas coherently, analyze information, and demonstrate a deep understanding of the subject matter.

5. Worksheets:

· Worksheets are structured activities or exercises that students complete, often involving problems, questions, or tasks related to the lesson.

· Worksheets in formative assessment serve as practical tools to evaluate students’ grasp of concepts and skills. They can offer insights into individual learning progress.

6. Lab Research:

· Lab research involves hands-on experiments or investigations conducted in a laboratory setting, allowing students to apply theoretical knowledge.

· Lab research in formative assessment evaluates students’ practical application of scientific principles, problem-solving abilities, and understanding of experimental procedures.

Summative assessment

Summative assessments measure student progress as an assessment of learning and provide data for you and parents on which you further plan your future strategies.

Summative assessments are given to students toward the finish of an educational period. They are evaluative as opposed to indicative and are utilized to gauge whether a course’s learning goals were met. In contrast to formative appraisals, summative assessments are formal and include clear directions, assumptions and grading to assess student’s learning.

It used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year.

Types of Summative assessment

Standardized tests

Exams created by examiner

Unit Tests

End-of-term or midterm exams

Final projects

Final presentations

DIFFERENCES BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT

Points	Formative Assessment	Summative Assessment
Purpose	Monitor student learning and provide feedback	Evaluate student learning and assign grades
Timing	Ongoing during the learning process	Administered at the end of a unit or course
Focus	Improvement and identifying areas of growth	Achievement and measuring final outcomes
Feedback	Immediate and constructive feedback	Final judgment and evaluative feedback
Function	Guides instructional decisions and interventions	Determines student competence and readiness
Format	Informal and varied, including quizzes, observations, and discussions	Formal, standardized, and high-stakes assessments
Goal	Support learning and instructional planning	Measure learning outcomes and accountability
Audience	Teachers and students	Teachers, students, and external stakeholders
Frequency	Frequent and ongoing throughout the learning process	Typically occurs at the end of a unit or course
Influence	Influences the teaching and learning process	Reflects the effectiveness of instruction and learning