What is an assessment?

Assessment is the systematic process of documenting and using empirical data on the knowledge, skills,
attitudes and beliefs. By taking the assessment, teachers try to improve student learning. This is a short
definition of assessment.If you want to read more about assessment, click on this link.

What is testing?

What is testing in education? Almost everybody has experienced testing during his or her life. Grammar
tests, driving license test etc. A test is used to examine someone’s knowledge of something to determine
what that person knows or has learned. It measures the level of skill or knowledge that has been
reached. An evaluative device or procedure in which a sample of an examinee’s behavior in a specified
domain is obtained and subsequently evaluated and scored using a standardized process (The Standards
for Educational and Psychological Testing, 1999)

So, what’s the difference?

Test and assessment are used interchangeably, but they do mean something different. A test is a
“product” that measures a particular behavior or set of objectives. Meanwhile assessment is seen as a
procedure instead of a product. Assessment is used during and after the instruction has taken place.
After you’ve received the results of your assessment, you can interpret the results and in case needed
alter the instruction. Tests are done after the instruction has taken place, it’s a way to complete the
instruction and get the results. The results of the tests don’t have to be interpreted, unlike assessment.

What is classroom assessment?

Classroom assessment is both a teaching approach and a set of techniques. The approach is that

the more you know about what and how students are learning, the better you can plan learning

activities to structure your teaching. The techniques are mostly simple, non-graded, anonymous,

in-class activities that give both you and your students useful feedback on the teaching-learning

process.

How is classroom assessment different?

Classroom assessment differs from tests and other forms of student assessment in that it is aimed

at course improvement, rather than at assigning grades. The primary goal is to better understand

your students' learning and so to improve your teaching.

How do I use Classroom Assessment Techniques?

• Decide what you want to learn from a classroom assessment.

• Choose a Classroom Assessment Technique (CAT) that provides this feedback, is

consistent with your teaching style, and can be easily implemented in your class.

• Explain the purpose of the activity to students, then conduct it.

• After class, review the results and decide what changes, if any, to make.

• Let your students know what you learned from the CAT and how you will use this

information.

Why should I use CATs?

For faculty, more frequent use of CATs can:

• Provide short-term feedback about the day-to-day learning and teaching process at a time

when it is still possible to make mid-course corrections.

• Provide useful information about student learning with a much lower investment of time

compared to tests, papers, and other traditional means of learning assessment.

• Help to foster good rapport with students and increase the efficacy of teaching and

learning.

• Encourage the view that teaching is a formative process that evolves over time with

feedback.

For students, more frequent use of CATs can:

• Help them become better monitors of their own learning.

• Help break down feelings of anonymity, especially in larger courses.

• Point out the need to alter study skills.

• Provide concrete evidence that the instructor cares about learning.

The Role of Assessment in Learning

Assessment plays a major role in how students learn, their motivation to learn, and how teachers teach.
Assessment is used for various purposes.

Assessment for learning: where assessment helps teachers gain insight into what students understand in
order to plan and guide instruction, and provide helpful feedback to students.

Assessment as learning: where students develop an awareness of how they learn and use that
awareness to adjust and advance their learning, taking an increased responsibility for their learning.

Assessment of learning: where assessment informs students, teachers and parents, as well as the
broader educational community, of achievement at a certain point in time in order to celebrate success,
plan interventions and support continued progress.

Assessment must be planned with its purpose in mind. Assessment for, as and of learning all have a role
to play in supporting and improving student learning, and must be appropriately balanced. The most
important part of assessment is the interpretation and use of the information that is gleaned for its
intended purpose.

Assessment is embedded in the learning process. It is tightly interconnected with curriculum and
instruction. As teachers and students work towards the achievement of curriculum outcomes,
assessment plays a constant role in informing instruction, guiding the student’s next steps, and checking
progress and achievement. Teachers use many different processes and strategies for classroom
assessment, and adapt them to suit the assessment purpose and needs of individual students.

Research and experience show that student learning is best supported when

Instruction and assessment are based on clear learning goals

Instruction and assessment are differentiated according to student learning needs

Students are involved in the learning process (they understand the learning goal and the criteria for
quality work, receive and use descriptive feedback, and take steps to adjust their performance)

Assessment information is used to make decisions that support further learning

Parents are well informed about their child’s learning, and work with the school to help plan and provide
support

Students, families, and the general public have confidence in the system

The Department believes that the primary role of assessment is to enhance teaching and improve
student learning and supports this through the Provincial Assessment Initiative and the Provincial
Assessment Program.