Assessment

Approaches to assessment
There are key similarities and differences between the 3 aspects of classroom assessment:
assessment for learning (for teachers), assessment as learning (for students) and assessment of
learning (for teachers).

On this page
 Approaches to assessment
 Assessment for learning - by teachers
 Assessment as learning - by students
 Assessment of learning - by teachers
 Learn more
Approaches to assessment
There are 3 approaches to assessment that contribute as a whole to student learning:

 assessment for learning

 assessment as learning
 assessment of learning.
These phrases are used instead of the older terms: diagnostic, formative and summative.

Assessment for learning

Assessment for learning involves teachers using evidence about students' knowledge, understanding
and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs
throughout the teaching and learning process to clarify student learning and understanding.

Assessment as learning

Assessment as learning occurs when students are their own assessors. Students monitor their own
learning, ask questions and use a range of strategies to decide what they know and can do, and how
to use assessment for new learning.

Assessment of learning

Assessment of learning assists teachers in using evidence of student learning to assess achievement

against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually
occurs at defined key points during a unit of work or at the end of a unit, term or semester, and may
be used to rank or grade students. The effectiveness of this for grading or ranking depends on the
validity and reliability of activities - and its effectiveness as an opportunity for learning depends on the
nature and quality of the feedback.

Background to these 3 approaches

Traditionally, the focus of classroom assessment has been on assessment of learning - measuring
learning after the fact, using the information to make judgements about students’ performances, and
reporting these judgements to others.

During the 1990’s a groundswell of research emphasised the importance of assessment for learning
(formative assessment). Teachers were using assessment for learning when they built in diagnostic
processes, formative assessment, and feedback at various stages in the teaching and learning
process. It was, however, often informal and implicit.
From the noughties onwards, assessment for learning was separated into assessment for learning,
and assessment as learning, to emphasise the role of the student in the assessment process.

Systematic assessment as learning - where students become critical analysts of their own learning -
is an important form of assessment that needs to go beyond incorporating self-assessment into
teaching programs. It has become an assessment practice that is systematically used to develop
students’ capacity to evaluate and adapt their own learning.

A teacher and his/her students need to know who reaches (and exceeds) important learning targets -
thus … assessment of learning, has a place in teaching. Robust learning generally requires robust
teaching … and assessments for learning are catalysts for better teaching. In the end, however, when
assessment is seen as learning - for students as well as for teachers - it becomes most informative
and generative for students and teachers alike. Tomlinson (2008)

Tomlinson (2008) summarises these approaches as:

 informing teaching
 informing learning
 judging performance.
Regardless of the assessment approach, what matters most is how the information is used to
improve student learning.

Making decisions about classroom assessment

When making decisions about classroom assessment, it's necessary to understand the key
similarities and differences between the 3 approaches so they can be incorporated into the planning
assessment strategies process. Considerations when planning assessment include:

 what is the purpose?

 what will be the timing and location?
 what is being assessed?
 how will the assessment information be gathered?
 how will the assessment information be used?
Assessment for learning - by teachers
1. Purpose - for teachers to:

 gather evidence to determine what students know and can do

 decide where students need to go next
 determine how best to get them there.
2. Timing: prior to, and frequently in an ongoing manner during instruction while students are still
gaining knowledge and practising skills.

3. Strategies: a range of strategies in different modes that make students’ skills and understandings
visible.

4. Use of information:

 plan instruction and assessment that are differentiated and personalised

 work with students to set appropriate learning goals
 monitor students’ progress towards achieving overall and specific expectations
 provide timely and specific descriptive feedback to students (what they are doing well, what
needs improvement and how to improve)
 scaffold next steps
 differentiate instruction and assessment in response to student needs
 provide parents/carers with descriptive feedback about student learning and ideas for support.
Assessment as learning - by students
1. Purpose - for students to:

 gather evidence to monitor their learning

  use a range of strategies to decide what they know and can do
 identify next steps in their learning.
2. Timing: prior to, and frequently in an ongoing manner during instruction with support, modelling and
guidance from the teacher

3. Strategies: a range of strategies in different modes that elicit students' learning and metacognitive
processes.

4. Use of information:

 provide descriptive feedback to other students (peer assessment)

 monitor their own progress towards achieving their learning goals (self assessment)
 make adjustments in their learning approaches
 reflect on their learning
 set individual goals for learning
 report about their learning.
Assessment of learning - by teachers
1. Purpose: for teachers to gather evidence of student learning to assess achievement against
outcomes and standards at defined key points.

2. Timing: at or near the end of a period of learning. May be used to inform further instruction.

3. Strategies: a range of strategies in different modes that assess both product and process.

4. Use of information:

 summarise learning at a given point in time

 make judgements about the quality of student learning on the basis of established criteria
 assign a value to represent that quality
 communicate information about achievement to students, parents, and others.
References

 Ontario Ministry of Education (2014), Stiggins, Arter, Chappuis, & Chappius (2007) and Earl &
Katz (2006).
 Earl, L. & Katz, S. (2006). Rethinking Classroom Assessment with Purpose in Mind.
 Ontario Ministry of Education (2014). Growing Success: Assessment, Evaluation and
Reporting in Ontario's Schools.
 Stiggins, R. J. & Arter, J. A. & Chappuis, S. & Chappius, S. (2007). Classroom assessment for
student learning - Doing it right. Doing it well. New Jersey: Pearson Education Inc.
 Tomlinson, C. A. (2008). Learning to Love Assessment. Educational Leadership, 65, 8 - 13.

https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-
start-great-teachers/refining-practice/aspects-of-assessment/approaches-to-assessment

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Types of Classroom Assessment

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Assessment is integral to the teaching–learning process, facilitating student learning and improving instruction, and
can take a variety of forms. Classroom assessment is generally divided into three types: assessment for learning,
assessment of learning and assessment as learning.

Assessment for Learning (Formative Assessment)

The philosophy behind assessment for learning is that assessment and teaching should be integrated into a whole.
The power of such an assessment doesn't come from intricate technology or from using a specific assessment
instrument. It comes from recognizing how much learning is taking place in the common tasks of the school day –
and how much insight into student learning teachers can mine from this material.
McNamee and Chen 2005, p. 76

Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and
modify their teaching based on what the students need to be successful. This assessment provides students with the
timely, specific feedback that they need to make adjustments to their learning.

After teaching a lesson, we need to determine whether the lesson was accessible to all students while still challenging
to the more capable; what the students learned and still need to know; how we can improve the lesson to make it
more effective; and, if necessary, what other lesson we might offer as a better alternative. This continual evaluation
of instructional choices is at the heart of improving our teaching practice.
Burns 2005, p. 26

Assessment of Learning (Summative Assessment)

Assessment of learning is the snapshot in time that lets the teacher, students and their parents know how well each
student has completed the learning tasks and activities. It provides information about student achievement. While it
provides useful reporting information, it often has little effect on learning.

Comparing Assessment for Learning and Assessment of Learning

Assessment for Learning Assessment of Learning
(Formative Assessment) (Summative Assessment)

Checks learning to determine what Checks what has been learned to

to do next and then provides date.
suggestions of what to do—teaching
and learning are indistinguishable
from assessment.

Is designed to assist educators and Is designed for the information of

students in improving learning.
those not directly involved in daily
learning and teaching (school
administration, parents, school board,
Alberta Education, post-secondary
institutions) in addition to educators
and students.

Is used continually by providing Is presented in a periodic report.

descriptive feedback.

Usually uses detailed, specific and Usually compiles data into a single
descriptive feedback—in a formal or number, score or mark as part of a
informal report. formal report.

Is not reported as part of an Is reported as part of an achievement

achievement grade. grade.

Usually focuses on improvement, Usually compares the student's

compared with the student's
“previous best” (self-referenced,
making learning more personal).
learning either with other students'
learning (norm-referenced, making
learning highly competitive) or the
standard for a grade level (criterion-
referenced, making learning more
collaborative and individually
focused).

Involves the student. Does not always involve the student.

Adapted from Ruth Sutton, unpublished document, 2001, in Alberta Assessment Consortium, Refocus: Looking at
Assessment for Learning (Edmonton, AB: Alberta Assessment Consortium, 2003), p. 4. Used with permission from
Ruth Sutton Ltd.

Assessment as Learning

Assessment as learning develops and supports students' metacognitive skills. This form of assessment is crucial
in helping students become lifelong learners. As students engage in peer and self-assessment, they learn to
make sense of information, relate it to prior knowledge and use it for new learning. Students develop a sense of
ownership and efficacy when they use teacher, peer and self-assessment feedback to make adjustments,
improvements and changes to what they understand.

For more information about assessment for, as and of learning, see the WNCP publication Rethinking Classroom
Assessment with Purpose in Mind.

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Last Updated: October 1, 2008

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