1.

How does a teacher take advantage of each assessment

approach (AoL, AfL, and AaL)?
AoL AfL AaL
-Assits teachers to use -Enables teachers to use -Involves students in
evidence of student information about the learning process
learning to assess students’ knowledge, where they monitor
student achievement understanding and skills their own progress, ask
against learning goals to inform their teaching. question and practise
and standards. skills.
-Teachers provide
feedback to students -Students use self-
about their learning and assessment and
how to improve. teachers’ feedback to
reflect on their learning,
consolidate their
understanding and work
towards learning gloals.

2. Identify some examples of the different assessment types.

For each example, explain how it could be used to produce
information in support of each assessment approach.
AoL Summative Assessment -To evaluate students’
achievements
(Porforlios, High-school exit exams)
-Assign grades
AfL Formative Assessmen -To improve students’
learning
(A mid-term test, Fifteen minutes
tessts) -Monitor the learning
process
AaL Formaitve Assessment -Express what students think
(Peer and self assessment, about the learning process
Questioning) -Students get information
about what areas they are
good at & should revise.
3. Given that there are different types of assessment tools, how
is this relevant to what was discussed in Week 1 lecture?
There are different types of assessment tools and all of them assit teachers in
teaching like what was discussed in Week 1 lecture.

1. Observation Both teachers and students can determine

2. Ancedotal Records
3. Checklist
4. Rating Scales and Rubrics
5. Portfolios
6. Speaking and Listening
7. Interviews/Conference
8. Projects and Presentations
9. Quizzes, Tests, and
Examinations
their progress during learning.
These are notes written by teacher
regarding student language behavior, or
learning.
To record whether students have acquired
specific knowlegde, skills, processes,
abilities and attitudes.
To inform teachers about where their
instruction has been successsful and where
students need assistance.
Recording the extent to which specfic
criteria have been achieved by the
students’ work.
Recording the quality of the students’
performance at a given time/process.
Provide students,teachers with a broad
picture of each students’ growth over time
(including the Ss’ abilities, knowledge,
skills and attitudes).
Teachers can collaborate with students to
determine the way that the unit will be
evaluated.
Teachers can discover students’
perceptions of their own processes and
products of learning.
Teacher may assess the attitudes, skill
development, knowledge or learning
processes demonstrated by students as
they engage in language activities.
To assess students’ knowledge,
achievements, processes, skills and
attitudes.