EDUC 206

Lesson 4 Using assessment to plan future learning goals

Assessment is the process of gathering evidences of student’s performance over a period of time to
determine learning and mastery of skills. Such evidences of learning can take the form of dialogue
record, journals, written work, portfolios, test and other learning tasks. Assessment requires review of
journal entries, written work, presentation, research papers, essays, story written, test results, etc.
The overall goals of assessment are to improve student learning and provide students, parents, and
teachers with reliable information regarding student progress and extent of attainment of the expected
learning outcomes.

Assessments use, as basis, the levels of achievement and standards required for the curricular goals
appropriate for the grade or year level. Assessment results show the more permanent learning and
clearer picture of the student’s ability. Assessment of skill attainment is relatively easier than
assessment of understanding and other mental ability. Skills can be practices and are readily
demonstrable. Either the skill exists at a certain level or it does not. Assessment of understanding is
much more complex. We can assess a person’s knowledge in a number of ways but we need to infer
from certain indicators of understanding through written descriptions

PRINCIPLES OF ASSESSMENT

Principle 1 - Assessment should be valid. Validity ensures that assessment tasks and associated
criteria effectively measure student attainment of the intended learning outcomes at the appropriate
level.

Principle 2 - Assessment should be reliable and consistent. There is a need for assessment to be
reliable and this requires clear and consistent processes for the setting, marking, grading and
moderation of assignments.

Principle 3 - Information about assessment should be explicit, accessible & transparent. Clear,
accurate, consistent and timely information on assessment tasks and procedures should be made
available to students, staff and other external assessors or examiners.

Principle 4 - Assessment should be inclusive and equitable. As far as is possible without

compromising academic standards, inclusive and equitable assessment should ensure that tasks and
procedures do not disadvantage any group or individual.

Principle 5 - Assessment should be an integral part of program design and should relate directly to
the program aims and learning outcomes. Assessment tasks should primarily reflect the nature of the
discipline or subject but should also ensure that students have the opportunity to develop a range of
generic skills and capabilities.

Principle 6 - The amount of assessed work should be manageable. The scheduling of assignments
and the amount of assessed work required should provide a reliable and valid profile of achievement
without overloading staff or students.

Principle 7 - Formative and summative assessment should be included in each program. Formative
and summative assessment should be incorporated into program to ensure that the purposes of
assessment are adequately addressed. Many programs may also wish to include diagnostic
assessment.

Principle 8 - Timely feedback that promotes learning and facilitates improvement should be an
integral part of the assessment process. Students are entitled to feedback on submitted formative
assessment tasks, and on summative tasks, where appropriate. The nature, extent and timing of
feedback for each assessment task should be made clear to students in advance.

Principle 9 - Staff development policy and strategy should include assessment. All those involved in
the assessment of students must be competent to undertake their roles and responsibilities.
VARIETY OF ASSESSMENT INSTRUMENTS

Objective examinations - The advantage of using this type is that teachers are familiar with it, although
constructing high quality test questions may be difficult.

Essay examinations - Allow for student individuality and expression although it may not cover an entire
range of knowledge.

Written work - allows learning in the process as well as in the completion of the process. The
disadvantage is that plagiarism may occur and written work is difficult to quantify.

Portfolio assessment - May either be longitudinal portfolio which contains reports, documents, and
professional activities compiled over a period of time, or best-case/thematic portfolio which is specific
to a certain topic or theme.

Assessment rubrics - An authentic assessment tool which measures student’s work. It is a scoring
guide that seeks to evaluate student’s performance based on a full range of criteria rather than a single
numerical score

Lesson 5: Conditions of High-Quality Assessment

Believing that there is more than one type of learning, Benjamin Bloom and a committee of
colleagues in 1956, identified three domains of educational activities; the cognitive, referring to mental
skills; affective, referring to growth in feeling or emotion; and psychomotor, referring to manual or
physical skills.

These domains are organized into categories or levels and arranged in hierarchical order form
the simplest behavior to the most complex behavior. To ensure that the learning outcomes are
measurable, demonstrable, and verifiable, the outcomes should be stated as concrete and active
verbs.

Cognitive Domain

Categories/Levels Sample VERBS for Sample Learning Outcomes

Remembering:
recall of previously learned
information
Understanding:
comprehending the meaning,
translation and interpretation
of instructions, state a
problem in one’s own word
Applying:
using what was learned in the
classroom into similar new
situations
Analyzing:
separating materials or
concepts into component
parts to understand the whole
Evaluating:
Judging a value of an idea,
object, or material
Creating:
building a structure or
pattern, putting parts
together
OUTCOMES
define, describe, identify,
label, match, list, name,
outline, recall, recognize,
reproduce, select, state
distinguish, estimate,
explain, give example,
interpret, paraphrase,
summarize
apply, change, compute,
construct, demonstrate,
discover, modify, prepare,
produce, show, solve, use
analyze, compare, contrast,
diagram, differentiate,
distinguish, illustrate, outline,
select
compare, conclude, criticize,
critique, defend, evaluate,
relate, support, justify
categorize, combine, plan
compile, compose, devise,
design, organize, revise,
rearrange, generate, modify
Statements
1. Recite the multiplication tables
2. Match the word with the parts of
the picture of a sewing machine
1. Explain in one’s own words the
stages in the life cycle of a butterfly;
2. Distinguish the different
geometric figures
1. Use a mathematical formula to
solve an algebra problem;
2. Prepare daily menu for one week
for a family six
1. List down the things to be
improved in the classroom
based from your observation;
2. Differentiate the different
parts of a tree
1. Defend a research proposal in
terms of its urgency and significance;
2. Select the most effective solution;
3. Critique a classroom demonstration
1. Compile personal record and
documents into a portfolio;
2. Write a syllabus for a school subject
Psychomotor Domain
In the early seventies, E Simpson, Dave and A.S. Harrow recommended categories for the Psychomotor
Domain which included physical coordination, movement, and use of the motor skills body parts.
Categories/Levels
Observing:
active mental attention to a
physical activity
Imitating:
attempt to copy a physical
behavior
Practicing:
performing a specific activity
repeatedly
Adapting:
fine tuning the skill and
making minor adjustments to
attain perfection
Affective Domain
The affective domain refers to the way in which we deal with situations emotionally such as feeling,
appreciation, enthusiasm, motivation, values, and attitudes.
Categories/Levels
Receiving:
being aware or sensitive to
something and being willing
to listen or pay attention
Responding:
showing commitment to
respond in some measure to
the idea or phenomenon
Valuing:
showing willingness to be
perceived as valuing or favoring
certain ideas
Organizing:
arranging values into priorities,
creating a unique value system
by comparing, relating and
synthesizing values
Internalizing:
practicing value system that
control one’s behavior,
exhibiting behavior that is
consisted pervasive, predictable
and characteristics of a person
Sample VERBS for
OUTCOMES
watch, detect, distinguish,
differentiate, describe,
relate, select
begin, explain, move,
display, proceed, react,
show, state, volunteer
practicing, bend, calibrate,
construct, differentiate,
dismantle, display, fasten,
fix, grind, handle, measure,
mix, operate, manipulate,
mend
organize, relax, sharpen,
sketch, write, rearrange,
compose, create, design,
originate
Sample VERBS for
OUTCOMES
select, point to, sit, choose,
describe, follow, hold,
identify, name, reply
answer, assist, comply,
conform, discuss, greet,
help, perform, practice, tell,
read, recite, report, write
complete, demonstrate, join,
differentiate, explain, follow,
invite, justify, propose,
study, report, share,
perform
arrange, combine, complete,
adhere, alter, defend,
explain, formulate,
integrate, organize, relate,
synthesize
act, display, influence,
listen, discriminate, modify, 2. Cooperate in group activities;
perform, revise, solve, verify 3. Revise judgment in light of new
Sample Learning Outcomes
1. Detect non-verbal communication
cues;
2. Watch a more experienced person;
3. Observe and read directions
1. Show understanding and do
sequence of steps with assistance;
2. Recognize one’s limitations
1. Operate quickly and
accurately;
2. Display competence while
performing (performance is moving
towards becoming automatic and
smooth)
1. Perform automatically;
2. Construct a new scheme/ sequence;
3. Apply skill in new situation;
Create a new routine.
Sample Learning Outcomes
Statements
1. Listen to others with respect;
2. Try to remember profile and facts
1. Participate in discussions;
2. Know the rules and practice them;
3. Question concepts in order to
understand them well
1. Demonstrate belief in the
concept or process;
2. Show ability to resolve
1. Prioritize time effectively for
family, work and personal life
problems/conflicts;
2. Propose plan for improvement;
3. Inform management/supervisor
on matters that need attention
1. Show self-reliance when asking;
evidences
 Bloom’s Taxonomy Verb List

COGNITIVE DOMAIN
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
Cite Add acquire analyze abstract appraise
Define Approximate adapt audit animate assess
Describe Articulate allocate blueprint arrange compare
Draw Associate alphabetize breadboard assemble conclude
Enumerate Characterize apply break down budget contrast
Identify Clarify ascertain characterize categorize counsel
Index Classify assign classify code criticize
Indicate Compare attain compare combine critique
Label Compute avoid confirm compile defend
List Contrast back up contrast compose determine
Match Convert calculate correlate construct discriminate
Meet Defend capture detect cope estimate
Name Describe change diagnose correspond evaluate
Outline Detail classify diagram create explain
Point Differentiate complete differentiate cultivate grade
Quote Discuss compute discriminate debug hire
Read Distinguish construct dissect depict interpret
Recall Elaborate customize distinguish design judge
Recite Estimate demonstrate document develop justify
Recognize Example depreciate ensure devise measure
Record Explain derive examine dictate predict
Repeat Express determine explain enhance prescribe
Reproduce Extend diminish explore explain rank
Review Extrapolate discover figure out facilitate rate
Select Factor draw file format recommend
State Generalize employ group formulate release
Study Give examine identify generalize select
Tabulate Infer exercise illustrate generate summarize
Trace Interact explore infer handle support
Write Interpolate expose interrupt import test
Interpret express inventory improve validate
Observe factor investigate incorporate verify
Paraphrase figure lay out integrate
picture graphically graph manage interface
Predict handle maximize join
Review illustrate minimize lecture
Rewrite interconvert optimize model
Subtract investigate order modify
Summarize manipulate outline network
Translate modify point out organize
Visualize operate prioritize outline
personalize proofread overhaul
plot query plan
practice relate portray
predict select prepare
prepare separate prescribe
price size up produce
process subdivide program
produce train rearrange
project transform reconstruct
protect refer
provide relate
relate reorganize
round off revise
sequence rewrite
 show specify
simulate summarize
sketch write
Solve
subscribe
tabulate
transcribe
translate
use
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

PSYCHOMOTOR DOMAIN
OBSERVING IMITATING PRACTICING ADAPTING
activate correct loosen transfer
adjust create make troubleshoot
align demonstrate manipulate tune
apply design mend turn on/off
arrange dismantle mix type
assemble drill nail saw
balance fasten operate sharpen
break down fix paint set
build follow press sew
calibrate grind produce sketch
change grip pull start
clean hammer push stir
close heat remove use
combine hook repair weigh
compose identify replace wrap
connect load rotate
construct locate sand

AFFECTIVE DOMAIN
RECEIVING RESPONDING VALUING ORGANIZATION INTERNALIZING
ask Accept Associate with Adhere to Act
responsibility
choose answer Assume alter Change behavior
responsibility
follow assist Believe in arrange Develop code of
behavior
give comply Be convinced classify Develop philosophy
hold conform complete combine Influence
select enjoy describe defend Judge problems/issues
show interest greet differentiate establish listen
help Have faith in Form judgement Propose
obey initiate Identify with Qualify
perform invite integrate Question
practice join organize Serve
present justify Weigh alternatives Show mature attitude
report participate Solve
select propose verify
tell select
share
subscribe to
work
 Lesson 6 Conditions of Validity, Reliability and quality of Feedback
LESSON OVERVIEW & BACKGROUND
Quality teaching-learning experience necessitates the provision of quality assessment. This very
lesson shall provide you a substantive know-how on how to provide quality assessments to your
students, how validity and reliability are interrelated in the assessment process, and how important is
feedback to the learning experience of the learners.
PRINCIPLES OF HIGH-QUALITY ASSESSMENT
To provide quality assessment of student learning requires a teacher to observe the following 8
principles:
1. Clarity of Learning Targets (i.e. Knowledge, Reasoning, Skills, Products & Affects)
▪ Assessment can be made precise, accurate and dependable only if what are to be achieved
are clearly stated and feasible. The learning targets, involving knowledge, reasoning, skills,
products and effects, need to be stated in behavioral terms which denote something which can
be observed through the behavior of the students.
1.1. Cognitive Targets
Benjamin Bloom (1954) proposed a hierarchy of educational objectives at the cognitive
level. These are:
• Knowledge – acquisition of facts, concepts and theories
• Comprehension - understanding, involves cognition or awareness of the
interrelationships
• Application – transfer of knowledge from one field of study to another of from one
concept to another concept in the same discipline
• Analysis – breaking down of a concept or idea into its components and explaining the
concept as a composition of these concepts
• Synthesis – opposite of analysis, entails putting together the components in order to
summarize the concept
• Evaluation and Reasoning – valuing and judgment or putting the “worth” of a concept
or principle.
1.2. Skills, Competencies, and Abilities Targets
• Skills – specific activities or tasks that a student can proficiently do
• Competencies – cluster of skills
• Abilities – made up of relate competencies categorized as cognitive, affective,
psychomotor
1.3. Products, Outputs, and Project Targets
• Tangible and concrete evidence of student’s ability
• Need to clearly specify the level of workmanship of projects (i.e. novice, skilled, expert)
2. Appropriateness of Assessment Methods
▪ Quality assessment is also dependent of the assessment tools used in consonance of the
different learning needs. The following tools/instruments may be used alternatively:
2.1. Written-Response Instruments
• Objective tests – appropriate for assessing the various levels of hierarchy of
educational objectives
• Essays – can test the students’ grasp of the higher-level cognitive skills
 • Checklists – list of several characteristics or activities presented to the subjects of a
study, where they will analyze and place a mark opposite to the characteristics.
2.2. Product Rating Scales
• Used to rate products like book reports, maps, charts, diagrams, notebooks, creative
endeavors
• Need to be developed to assess various products over the years
2.3. Performance Tests – Performance Checklist
• Consists of a list of behaviors that make up a certain type of performance
• Used to determine whether or not an individual behaves in a certain way when asked
to complete a particular task.
2.4. Oral Questioning
Appropriate assessment method when the objectives are to:
• Assess the students’ stock knowledge; and/or,
• Determine the students’ ability to communicate ideas in coherent verbal sentences.
2.5. Observation and Self Reports
Useful supplementary methods when used in conjunction with oral questioning and
performance tests.
3. Validity
▪ Educational assessment should always have a clear purpose. Nothing will be gained from
assessment unless the assessment has some validity for the purpose. For that reason, validity
is the most important single attribute of a good test.
▪ The validity of an assessment tool is the extent to which it measures what it was designed to
measure, without contamination from other characteristics. For example, a test of reading
comprehension should not require mathematical ability.
There are several different types of validity:
• Face validity: do the assessment items appear to be appropriate?
• Content validity: does the assessment content cover what you want to assess?
• Criterion-related validity: how well does the test measure what you want it to?
• Construct validity: are you measuring what you think you're measuring?

It is fairly obvious that a valid assessment should have a good coverage of the criteria (concepts,
skills and knowledge) relevant to the purpose of the examination. The important notion here is the
purpose. For example:
o The PROBE test is a form of reading running record which measures reading behaviors and
includes some comprehension questions. It allows teachers to see the reading strategies that
students are using, and potential problems with decoding. The test would not, however,
provide in-depth information about a student’s comprehension strategies across a range of
texts.
o STAR (Supplementary Test of Achievement in Reading) is not designed as a comprehensive
test of reading ability. It focuses on assessing students’ vocabulary understanding, basic
sentence comprehension and paragraph comprehension. It is most appropriately used for
students who don’t score well on more general testing (such as PAT or e-asTTle) as it
provides a more fine-grained analysis of basic comprehension strategies.
4. Reliability
The reliability of an assessment tool is the extent to which it consistently and accurately measures
learning.
When the results of an assessment are reliable, we can be confident that repeated or equivalent
assessments will provide consistent results. This puts us in a better position to make generalized
statements about a student’s level of achievement, which is especially important when we are using
the results of an assessment to make decisions about teaching and learning, or when we are
reporting back to students and their parents or caregivers. No results, however, can be completely
reliable. There is always some random variation that may affect the assessment, so educators should
always be prepared to question results.
Factors which can affect reliability:

• The length of the assessment – a longer assessment generally produces more reliable results.
• The suitability of the questions or tasks for the students being assessed.
• The phrasing and terminology of the questions.
• The consistency in test administration – for example, the length of time given for the
assessment, instructions given to students before the test.
• The design of the marking schedule and moderation of marking procedures.
• The readiness of students for the assessment – for example, a hot afternoon or straight after
physical activity might not be the best time for students to be assessed.
5. Fairness
▪ The concept that assessment should be 'fair' covers a number of aspects.
• Student Knowledge and learning targets of assessment
• Opportunity to learn
• Prerequisite knowledge and skills
• Avoiding teacher stereotype
• Avoiding bias in assessment tasks and procedures
6. Positive Consequences
▪ Learning assessments provide students with effective feedback and potentially improve their
motivation and/or self-esteem. Moreover, assessments of learning give students the tools to
assess themselves and understand how to improve.
7. Practicality and Efficiency
Something practical is something effective in real situations. A practical test is one which can be
efficiently administered.
Practicality Questions:
• Will the test take longer to design than apply?
• Will the test be easy to mark?
Tests can be made more practical by making it more objective (more controlled items)
8. Ethics
Conforming to the standards of conduct of a given profession or group.
Ethical issues that may be raised include:
• Possible harm to the participants. • Presence of concealment or deception.
• Confidentiality. • Temptation to assist students.
ASSESSMENT RELIABILITY AND VALIDITY
There is an important relationship between reliability and validity. An assessment that has very low
reliability will also have low validity; clearly a measurement with very poor accuracy or consistency is
unlikely to be fit for its purpose. But, by the same token, the things required to achieve a very high
degree of reliability can impact negatively on validity. For example, consistency in assessment
conditions leads to greater reliability because it reduces 'noise' (variability) in the results.
On the other hand, one of the things that can improve validity is flexibility in assessment tasks and
conditions. Such flexibility allows assessment to be set appropriate to the learning context and to be
made relevant to particular groups of students. Insisting on highly consistent assessment conditions
to attain high reliability will result in little flexibility, and might therefore limit validity.

QUALITY FEEDBACK
Feedback is an important part of the assessment process. It has a significant effect on student
learning and has been described as “the most powerful single moderator that enhances achievement”
(Hattie, 1999).
The main objectives of feedback are to:
• justify to students how their mark or grade was derived
• identify and reward specific qualities in student work
• guide students on what steps to take to improve
• motivate them to act on their assessment
• develop their capability to monitor, evaluate and regulate their own learning (Nicol, 2010).
To benefit student learning, feedback needs to be:
Constructive: As well as highlighting the strengths and weaknesses of a given piece of work, it
should set out ways in which the student can improve the work. For the student, it:
• encourages them to think critically about their work and to reflect on what they need to do to
improve it
• helps them see their learning in new ways and gain increased satisfaction from it
• helps promote dialogue between staff and students.
Timely: Give feedback while the assessed work is still fresh in a student’s mind, before the student
moves on to subsequent tasks.
Meaningful: It should target individual needs, be linked to specific assessment criteria, and be
received by a student in time to benefit subsequent work. Effective and meaningful feedback:
• guides students to adapt and adjust their learning strategies
• guides teachers to adapt and adjust teaching to accommodate students’ learning needs
• guides students to become independent and self-reflective learners, and better critics of their
own work
• stimulates reflection, interaction and dialogue about learning improvement
• is constructive, so that students feel encouraged and motivated to improve
• has consequences, so that it engages students by requiring them to attend to the feedback
as part of the assessment
• is efficient, so that staff can manage it effectively.
Feedback is valuable when it is received, understood and acted on. How students analyze, discuss
and act on feedback is as important as the quality of the feedback itself (Nicol, 2010). Through the
interaction students have with feedback, they come to understand how to develop their learning.
Giving good feedback to students is one of the most powerful ways teachers can improve learning.
Feedback allows students to know where and how they can improve by allowing them to confirm,
correct, fine tune or restructure their knowledge of beliefs. Effective feedback can also boost students’
motivation to improve and can help them to develop more effective learning strategies and skills, such
as self-regulation, goal setting, task planning, monitoring and reflection.
Three stages of Feedback
1. Feed Up – making the learning goals clear to students.
2. Feedback - monitoring and assessing students’ progress towards the goal
3. Feed Forward – giving students direction on where to go next in their learning
Feedback operates on three levels:
▪ Task-Level or Product Feedback
➢ Which focuses on students’ performance on a task.
➢ Best provided after a student complete an activity.
For example, “That’s correct! Could you include more information why Hitler invaded
Czechoslovakia?
➢ It is not the most powerful type of feedback because students typically cannot use the
information to improve other tasks.

▪ Process-Level Feedback
➢ Looks at how a student has completed a task.
➢ It fosters a deeper understanding on how we learn and students should be able to
transfer thee learning strategies to other tasks.
For example, “You might find it easier to punctuate your writing if you read it aloud to a
partner.”
➢ It’s best to wait some time after the task before giving process-level feedback, as
students are more likely to be able to reflect on their learning.

▪ Personal-Level Feedback
➢ Is directed to the individual and is not task-related.
➢ For example, “That’s an intelligent response. Well done.”
➢ It I the least effective level of feedback as it directs attention away from the task and
learning and research suggests the feedback that focuses on the self can result in
students fearing making mistakes.
How to give feedback:
▪ Reduce the number of pieces of work you assess, so you can focus on providing high quality
feedback.
▪ Avoid value judgements or advice-just report on what I being assessed.
▪ Create an environment that welcome errors and corrective feedback.
▪ Attribute success to effort, in order to increase motivation.

Lesson 7 The Role of Teachers and Students in Assessment As Learning

Assessment as Learning is an assessment model that supports the view of today’s learners as
actively involved in the learning process. Students are educated on the purpose of assignments and
the outcomes they are trying to achieve. Black and William argue that student self-assessment is
often accurate and honest; however, it is problematic when students do not have a "sufficiently clear
picture of the targets that their learning is meant to attain." (Black and William, 2001, p. 6-7). Hence
the teacher and the student both have critical roles in understanding learning outcomes and
modifying learning in Assessment as Learning.
The following are the roles of Teachers and Students in Learning as Assessment.

On TEACHERS’ ROLES...

Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality
and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993).
Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment
methods, in Assessment as Learning, the teacher engages the students in this process.

In Assessment as Learning, the teacher is a guide, “Giving them [students] the tools to undertake
their own learning wisely and well.” (WNCP, p. 42) Students learn to monitor their own learning and
make adaptations as required. In addition to monitoring learning and guiding instruction through
assessment for learning, the teacher is assessing the students’ ability to assess themselves as they
learn how to assess their own learning.

Teachers can follow the following model in order to practice Assessment as Learning in their
classroom: (adapted from WNCP, p. 42-43)

1. Discuss the learning outcomes with the students

2. Create criteria with the students for the various tasks that need to be completed and/or skills that
need to be learned or mastered

3. Provide feedback to students as they learn and ask them guiding questions to help them monitor
their own learning

4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the
expectations

5. Provide reference points and examples for the learning outcomes

Teachers are also responsible for ensuring that students have a learning environment in which
they feel comfortable and safe to learn as well as have ample time to practice what is being taught.

On STUDENTS’ ROLES...

Beyond completing the tasks assigned to them by their teacher, students move from the passive
learner to an active owner of their own learning. Initially, with teacher guidance and tools, students
learn to monitor if they have understood the learning outcome being explored and the metacognitive
process. Once the metacognitive skills have been acquired, students can independently adjust their
learning accordingly and demonstrate the “self-reflection, self- monitoring and self-adjustment.”
(WNCP, 2006, p.85)

Extensive and relevant modeling in the questions below can help students reach this point:
Monitoring Metacognition (Protocol adaptation of Shraw, “Promoting General Metacognitive
Awareness” in WNCP):

1. What is the purpose of learning these concepts and skills?

2. What do I know about this topic?

3. What strategies do I know that will help me learn this?

4. Am I understanding these concepts?

5. What are the criteria for improving my work?

6. Have I accomplished the goals I set for myself?

CLASSROOM EXAMPLES

✓ Literacy Mentoring Among Students

Teacher Mike and her fellow teachers at Pag-asa Elementary School used Assessment as
Learning as a tool to review reading strategies and metacognitive skills in reading for grade 4/5
students and to have them in turn, mentor grade 1 students. Through the process, "Both sets of
students learned to clarify their thinking, and were using similar language to describe their learning
processes." The grade 4/5 students became adept at using both teacher-created criteria and their
own criteria and were able to mentor grade 1 students through the process. Koehn observed that,
"They [grade 4/5 students] naturally began each lesson with a stated learning intention."

✓ Attendance Procedures

The Bagum-Buhay National High School suggests having students record their own
attendance as late or absent on a class posted list. The teacher would have continued discussions
around class expectations for attendance and the impact of tardiness or being absent on learning.
Students will then have continual opportunities to reflect upon and make changes to their attendance
and punctuality.

✓ Physical Education Work Habits

Teacher Kyle’s rubrics in Physical Education concerning work habits in Physical Education can
help clarify teacher expectations and increase students' abilities to self- monitor thus developing their
metacognitive skills. This also serves the dual purpose of making a class that is sometimes stressful
and unmanageable more ordered and manageable.

✓ E-Portfolios

An Electric Portfolio encourages "self-guided learning" according to Tuttle (2007). Students start with
an understanding of the outcomes to be met throughout the year or term and then gather evidence of
learning throughout the term to complete a finalized digital project. This ability to select the
assignments that best demonstrate their abilities in a given area demonstrate the metacognition
necessary for Assessment as Learning. Tuttle reinforces this argument by stating, "Self-assessment
becomes a regular part of learning as students frequently select or reevaluate which of their work is
the best evidence of their skills and strive to create even better evidence in future assignments."

Lesson 8 Assessing for Learning, Assessing as Learning, and Assessing of Learning

Differentiating Assessment ‘as Learning’, ‘for Learning’, and ‘of Learning’

1. ASSESSMENT OF LEARNING

It involves looking at assessment information at the end of the teaching and learning process
to rank students’ achievement levels against a standard. It is summative in nature and typically
involves standardized tests.

Assessment OF learning scores are often used to move students from one grade to a higher
one or from one learning level to another based on their results of specified achievement tests – e.g.,
state tests.

The effectiveness of assessment of learning for grading or ranking depends on the validity and
reliability of tests. Assessment of learning is also known as a summative assessment.

Summative Assessment:

• Made at the end of a unit of study to determine the level of understanding the student has achieved.
• Includes a mark or grade against an expected standard.

• Used to plan future learning goals and pathways for students

• Provides evidence of achievement to the wider community, including parents, educators, the
students themselves and outside groups.

Main Principles of Assessment of Learning:

• Accompanied by a number or letter grade.

• Compares one student’s achievement with standards.

• Results can be communicated to the student and parents.

• Occurs at the end of the learning unit.

2. ASSESMENT FOR LEARNING

Assessment FOR learning embeds assessment processes throughout the teaching and
learning process. It includes both quantitative and qualitative data. During assessment for learning
teachers know where their students are in terms of their learning and check their progress.

Students are guided on what they are expected to learn and what quality work looks like. As
the unit progresses, the teacher and student work together to assess the student’s knowledge, what
she or he needs to learn to improve and extend this knowledge, and how the student can best get to
that point (formative assessment). Assessment for learning occurs at all stages of the learning
process.

The ultimate purpose of assessment for learning is to create self-regulated learners who can
leave school able and confident to continue learning throughout their lives. Assessment for learning is
also known as formative assessment.

Summative Assessment:

• Made at the end of a unit of study to determine the level of understanding the student has achieved.

• Includes a mark or grade against an expected standard.

• Used to plan future learning goals and pathways for students

• Provides evidence of achievement to the wider community, including parents, educators, the
students themselves and outside groups.

Main Principles of Assessment of Learning:

• Includes initial or diagnostic assessment and formative assessment.

• Based on a variety of information sources (e.g., portfolios, works in progress, teacher observation,
conversation).

• Provides descriptive verbal or written feedback that primarily emphasizes student strengths,
identifies challenges and points to the next steps to take.

• Keep students on track.

• No grades or scores are given – record-keeping is primarily descriptive.

• Occurs throughout the learning process, from the outset of the course of study to the time of
summative assessment.
• Involves students in their own learning.

• Encourages self-assessment and peer assessment as part of the regular classroom routines.

• Reflects a view of learning that helps students learn better, rather than just achieve a better mark.

• Involves formal and informal assessment activities as part of learning and informs the planning of
future learning.

• Represents a detailed analysis of a student’s work.

3. ASSESMENT AS LEARNING

Assessment as Learning is the use of ongoing self-assessment by students in order to monitor

their own learning, which is “characterized by students reflecting on their own learning and making
adjustments so that they achieve deeper understanding.” (Western and Northern Canadian Protocol
for Collaboration in Education [WNCP], 2006, p.41)

Recall that Self-assessment is the process of looking at oneself in order to assess aspects that
are important to one's identity. It is one of the motives that drive self-evaluation, along with self-
verification and self-enhancement. Sedikides (1993) suggests that the self-assessment motive will
prompt people to seek information to confirm their uncertain self-concept rather than their certain self-
concept and at the same time people use self-assessment to enhance their certainty of their own self-
knowledge.

Questions Assessment of Assessment for Learning Assessment as

Learning
Why Assess? to enable teachers to
determine next steps in
advancing student learning
to guide and provide
opportunities for each
student to monitor and
critically reflect on his or her
learning and identify next steps
Learning
to certify or inform parents
or others of student’s
proficiency in relation to
curriculum learning
outcomes

Assess each student's progress
What? and learning needs in
relation to the curricular
outcomes
What a range of methods in
Methods? different modes that make
students’ skills and
understanding visible
each student's thinking about
his or her learning, what
strategies he or she uses to
support or challenge that
learning, and the mechanisms
he or she uses to adjust and
advance his or her learning
a range of methods in
different modes that elicit
students’ learning and
metacognitive processes
the extent to which
students can apply the key
concepts, knowledge,
skills,
and attitudes related to the
curriculum outcomes
a range of methods in
different modes that
assess both product and
process

Ensuring • accuracy and • accuracy and consistency of • accuracy, consistency,

Quality consistency of
observations and
interpretations of
student learning
• clear, detailed learning
expectations
• accurate, detailed notes
for descriptive feedback to
each student
student's self- reflection, self-
monitoring, and self-
adjustment
• engagement of the
student in considering
and challenging his or her
thinking
• students record their own
learning
and fairness of
judgements based on
high-quality information
• clear, detailed learning
expectations
• fair and accurate
summative reporting