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EDU431 Ashley Zito

METHODS OF TEACHING
MATHEMATICS AND SCIENCE IN THE
PRIMARY/JUNIOR GRADES


Required reading F: Analysis and Reflection.
Title: Education testing: Assessment OF learning versus assessment FOR learning
CITATION: Education testing: Assessment of learning versus assessment for learning. (2012, May
23). Retrieved from https://www.msdf.org/blog/2012/05/education-testing-assessment-of-learning-versusassessment-for-learning/

ABSTRACT:
ANALYSIS/REFLECTION:
Instructing Classroom assessment is a complex
undertaking that mean something different to
different audiences and in different situations.
And so it should. Assessment has many
purposes that sometimes support one another
and sometimes compete or conflict with one
another.

Assessment FOR learning embeds assessment


processes throughout the teaching and learning process
to constantly adjust instructional strategy (Siedlecki,
2012). At the end of every lesson or discussion, an
outstanding act from the teacher can be by checking in
with his or her students, regarding the content that was
taught. Sometimes there is a disconnection with students
in the classroom when the teacher is standing up at the
front and conducting a lesson. Therefore, the teacher
rarely knows if their students are on the same track as
they are. By checking in with him, it offers insight to
how much information the students absorb, and what
areas were unclear for them. Also, exit tickets are an
interesting way to get students writing down following
the lesson. Assessment FOR learning may also
includes an examination of pre-requisite knowledge of
students (Siedlecki, 2012). A KWL Chart is a great
opportunity to use when introducing new topics and
content to students. The K represents what the students
already know about the specific topic, the W stands for
what the students want/wish to learn, and lastly the L
defines what the group of students have learned
throughout the process of the new topic. [Performance
assessments] are increasingly being used to evaluate
student progress and provide data for instructional
planning and decision making (Siedlecki, 2012).
Performance assessments are an on-going process
because the teacher is constantly on the radar, checking
in with the students to see how their progress is through
the material that has been provided to them. With
performance assessments, it offers a great outlet on the
strengths that it offers, more so than the weaknesses. To
name a few, a performance assessment provides the
opportunity for formative assessments to be conducted
from the assistance of the teacher. Also, it acts on
engagement and involvement from students in the class.
It gives those students who do not like to participate, be
engaged in small group activities and is able to excel
through the tasks by sharing their ideas, and having that
time to shine their light.

Throughout my placement experiences, when I was


creating lesson plans the assessment component resulted
in of learning and for learning, there was a rare
occasion that it would reflect as learning. But after
reading through the article, it was evident that as
learning assessment definitely had a large part on the
implementation of the lesson. Therefore, assessment as
learning should really have a large focus when in the
classroom, but not move away from the of and the
for. Assessment as learning is a process where
students are aware of their own learning objectives
(Siedlecki, 2012). To promote assessment as learning in
the classroom, students can create SMART goals for
themselves surrounding the content that is being
delivered to them from the teacher. And the same can go
for the teacher as well. The student and teacher can
collaboratively come up with goals for each other and
expectations they wish to get out of one another.