CATHERINE JOY M.

ESCALA BTLE-HE II
Activity #1

Assessment for learning focuses on the gap between where a learner is in his/her learning,
and where he/she needs to be – the desired goal. This can be achieved through processes such as
sharing criteria with learners, effective questioning and feedback. Black and William define
assessment for learning as ‘all those activities undertaken by teachers and/or by their students,
which provide information to be used as feedback to modify the teaching and learning activities in
which they are engaged’. Learners learn best when… they understand clearly what they are
trying to learn, and what is expected of them. They are given feedback about the quality of their
work and what they can do to make it better. They are given advice about how to go about making
improvements. They are fully involved in deciding what needs to be done next, and who can give
them help if they need it.
Assessment as learning is about reflecting on evidence of learning. This is part of the
cycle of assessment where pupils and staff set learning goals, share learning intentions and success
criteria, and evaluate their learning through dialogue and self and peer assessment. Through this,
learners become more aware of what they learn, how they learn, and what helps them learn.
Learners are able to build knowledge of themselves as learners, and become metacognitive. In
other words, they become aware of how they learn. It also helps them to take more responsibility
for their learning and participate more in the process of learning.
Assessment of learning involves working with the range of available evidence that enables
staff and the wider assessment community to check on student’s progress and using this
information in a number of ways.

Reference:
Posecion, O. T. & Go, M. B. (2010). English Language and Literature Assessment: A
Comprehensive Guide. Lorimar Publishing Inc.