Assessment of, for and as learning

ASSESSMENT OF LEARNING

The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the end of a task, unit of work etc.
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.”

ASSESSMENT FOR LEARNING

The emphasis shifts from summative to FORMATIVE assessment in Assessment for Learning.
Assessment for Learning happens during the learning, often more than once, rather than at the end.
Students understand exactly what they are to learn, what is expected of them and are given feedback and advice on how to improve their work.
“In Assessment for Learning, teachers use assessment as an investigable tool 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.
The wide variety of information that teachers collect about students’ learning processes provides the basis for determining what they need to do next to move student learning forward. It provides the basis for providing descriptive feedback for students and deciding on groupings, instructional strategies, and resources.”

ASSESSMENT AS LEARNING

Through this process students are able to learn about themselves as learners and become aware of how they learn, become megacognitive (knowledge of one’s own thought processes).
Students reflect on their work on a regular basis, usually through self and peer assessment and decide (often with the help of the teacher, particularly in the early stages) what their next learning will be.
Assessment as learning helps students to take more responsibility for their own learning and monitoring future directions.

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