Assessment for Learning
Assessment for learning is an integral part of teaching and learning. It is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies.
Assessment, teaching and learning are inextricably linked, as each informs the others.
Assessment is a powerful process that can either optimize or inhibit learning, depending on how it is applied.
Benefits of assessment for learning
For Teachers
Assessment for learning helps teachers gather information to:
• plan and modify teaching programs for individual students ,groups of students and the class as a whole
• pinpoints students strengths so that both teacher and students can build on them
• identify students learning needs in a clear and constructive way so they can be addressed
• involve parents and families in their children’s learning
For students
Assessment for learning provides students information and guidance as they can plan and manage the next steps in their learning.
Assessment for learning uses information to lead from what has been learned to what needs to be learned next.
The assessment for learning can unlock the approaches used by students and help them to become aware of not only what they are learning, but how they are learning it. This empowers student to take control of their own learning, by developing their skills of self-regulation.
Students can discuss their developing understanding of their teacher, peers, parents and families. Independent learners like this have the ability to seek out and gain new skills, new knowledge and new understanding according to their needs and learning goals.
Assessment of Learning
Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs and placement. It is designed to provide evidence of achievement to parents, other educators, the students themselves and sometimes to other groups. (e.g. employers, other educational institutions)
Assessment of learning is the assessment that becomes public and results in statements and symbols about how well students are learning. It often contributes to pivotal decision that will affect students’ futures. It is important then, that the underlying logic and measurement of assessment of learning be credible and defensible.
Assessment of learning methods include not only test and examinations, but also a rich variety of products and demonstrations of learning-portfolios, exhibition, performance, presentations ,simulations, multi-media projects and a variety of other written, oral and visual methods.
Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate description of student competence in relation to other assessments results.
Reflections
As part of the over-all evaluation process, we need specifically to find out if the learners are actually learning as a result of the training, for example, are learners are changing their behavior .This will show us whether the training has been effective, which ultimately is the most important issue. Assessment is the means of finding out what learning is taking place. As well as specific knowledge and skills, we might also like to measure other changes in behavior related to personality, social skills, interest, learning styles, etc.
Teachers need to know how a given assessment should enhance learning, and how to check if it has. Assessment should emphasize quality student –teacher learning enter-actions and be fit for purpose.
Assessment for learning supports teaching and learning in three key ways such as; identifying the learning need, feedback and next teaching and learning steps while assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. As said , genuine learning for understanding is much more than just recognition of facts or algorithms,” assessment of learning “tasks need to enable students to show the complexity of their understanding.
To conclude assessment for learning has to assess to enable teacher to determine next steps in advancing students learning while assessment of learning has to assess to certify or inform parents or others of students’ proficiency in relation to curriculum learning outcome.
Assessment for learning will asses each student’s progress and learning needs in relation to the curricular outcomes while assessment of learning will assess the extent to which student’s can apply the key concepts, knowledge ,skills and attitude related to the curricular outcomes.
The methods use for assessment for learning is a range method in different modes that make student’s skills and understanding visible while assessment of learning use a range method in different modes that assess both product and process.
Accuracy and consistency of observation and interpretation of students learning, clear, detailed learning expectations and accurate, detailed notes for descriptive feedback of each student are the ways of ensuring quality of assessment for learning while assessment of learning ensures quality through accuracy, consistency and fairness of judgment based in high quality information, clear, detailed learning expectations, and fair and accurate summative reporting.
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