Assessment for learning

Assessment for learning In classrooms where assessment for learning is practised, students are encouraged to be more active in their learning and associated assessment. The ultimate purpose of assessment for learning is to create self-regulated learners who can leave school able and confident to continue learning throughout their lives. Teachers need to know at the outset of a unit of study where their students are in terms of their learning and then continually check on how they are progressing through strengthening the feedback they get from their learners. Students are guided on what they are expected to learn and what quality work looks like. The teacher will work with the student to understand and identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the student's 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. Researchers whose work has informed much of this assessment reform include Ken O'Connor, Grant Wiggins,[1] Jay McTighe,[1] Richard Stiggins,[2] Paul Black, Dylan Wiliam, Chris Harrison, Bethan Marshall, Gordon Stobart, Caroline Gipps, Joanna Goodman, Thomas Guskey, Damian Cooper,[3] Philippe Perrenoud, Royce Sadler, Bronwen Cowie, Margaret Heritage and Ronán Howe. Historical perspective Edit In past decades, teachers would design a unit of study that would typically include objectives, teaching strategies, and resources. The student's mark on this test or exam was taken as the indicator of his or her understanding of the topic. In 1998, Black & Wiliam produced a review that highlighted that students who learn in a formative way achieve significantly better than matched control groups receiving normal teaching. Their seminal work developed into several important research projects on Assessment for Learning by the King's College team including Kings-Medway-Oxfordshire Formative Assessment Project (KMOFAP), Assessment is For learning (Scotland), Jersey-Actioning-Formative assessment (Channel Islands), and smaller projects in England, Wales, Peru, and the USA. Complex assessment Definitions Edit There are a number of assessment terms that will appear in any discussion of assessment. Listed below are common interpretations of some of these terms: Assessment A working definition of Assessment for learning from a widely cited article contends: "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.[9] Since this seminal article, educators have differentiated assessment according to its purpose: Assessment for learning comprises two phases—initial 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 student's 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 student's 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 student's 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