Assessment For Learning

Assessment for Learning Objectives: 1. Know the process in making assessment for learning.
Introduction: In classrooms where assessment for learning is practiced, students know at the outset of a unit of study what they are expected to learn. At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the students knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process. In past decades, teachers would design a unit of study that would typically include objectives, teaching strategies, and resources. An evaluation componentthe test or examinationmay or may not have been included as part of this design (Cooper, 2006). The students mark on this test or exam was taken as the indicator of his or her understanding of the topic. The term assessment refers to 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. The purpose of an Assessment for Learning (AFL) task is to provide feedback to both the teacher and learner regarding the learner's progress towards achieving the learning objective(s). This feedback should be used by the teacher to revise and develop further instruction. An effective AFL method is to use a performance task coupled with a rubric. This type of assessment is fundamental in illustrating how and why such principles need to be adhered to.
Since this seminal article, educators have differentiated assessment according to its purpose: Assessment for learning comprises two phasesinitial or diagnostic assessment and formative assessment assessment can be based on a variety of information sources (e.g., portfolios, works in progress, teacher observation, conversation) verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps as teachers check on understanding they adjust their instruction to keep students on track
no grades or scores are given - record-keeping is primarily anecdotal and descriptive occurs throughout the learning process, from the outset of the course of study to the time of summative assessment
Assessment as learning

begins as students become aware of the goals of instruction and the criteria for performance
involves goal-setting, monitoring progress, and reflecting on results implies student ownership and responsibility for moving his or her thinking forward (metacognition) occurs throughout the learning process Assessment of learning
assessment that is accompanied by a number or letter grade (summative) compares one students achievement with standards results can be communicated to the student and parents occurs at the end of the learning unit Evaluation
judgment made on the basis of a students performance Diagnostic assessment (now referred to more often as "pre-assessment")
assessment made to determine what a student does and does not know about a topic
assessment made to determine a student's learning style or preferences used to determine how well a student can perform a certain set of skills related to a particular subject or group of subjects

occurs at the beginning of a unit of study used to inform instruction: makes up the initial phase of assessment for learning Formative assessment
assessment made to determine a students knowledge and skills, including learning gaps as they progress through a unit of study used to inform instruction and guide learning occurs during the course of a unit of study makes up the subsequent phase of assessment for learning Summative assessment
assessment that is made at the end of a unit of study to determine the level of understanding the student has achieved includes a mark or grade against an expected standard.
Definition of Terms Proficiency- Advancement In Knowledge Or Skill : PROGRESS
Body of the Report The Process of Assessing for Learning
Write Specific Proficiencies Once teachers have written answer to the guiding questions, or while they are answering questions, they should create a list of specific proficiencies: short sentences that summarize the content or abilities students need to learn, demonstrate, or master. Good specific proficiencies are (a) partial answers to guiding questions, (b) short, (c) contain one idea, (d) written as complete sentences, and are (e) easily understood by students.
Teachers these days are up to their ears in work that must be accomplished each day. In addition to time spent in front of students, teachers spend hours writing lesson plans and learning objectives, creating and grading tests and assignments, as well as attending meetings, professional development seminars, and courses for keeping up with certification. Any tools that can help a teacher manage time and get tasks done in a timely manner are hugely beneficial.
Identify Informal Assessments Review the list of possible assessments. Identify effective assessments for each specific proficiency. Effective assessments (a) clearly tell students how well they are performing, (b) clearly tell teachers how well all students are performing, (c) are easy to use, (d) take little time to implement.
Use Assessment Effectively During the class, employ the assessment in a way that ensures you are assessing all students.
Generalization
Assessment for learning is critical in any area of instruction because it provides immediate and corrective feedback to students and assists educators when developing lesson plans or preparing to review previous instruction. The most effective assessments will incorporate the six levels of learning outlined in Bloom's Taxonomy. Instructors should prepare questions that require fact retention as well as critical analysis and informed conclusions. Accurate assessments are not limited to one format, and should include tests, oral or visual presentations of information, and essays. Assessments should be given regularly so instructors are aware when review may be necessary and students can track their progress.
References: http://en.wikipedia.org/wiki/Assessment_for_learning http://www.merriam-webster.com/dictionary/proficiency?show=0&t=1358161253

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Assessment for Learning Objectives: 1. Know the process in making assessment for learning.

Definition of Terms Proficiency- Advancement In Knowledge Or Skill : PROGRESS

Body of the Report The Process of Assessing for Learning

References: http://en.wikipedia.org/wiki/Assessment_for_learning http://www.merriam-webster.com/dictionary/proficiency?show=0&t=1358161253

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