VIRTUAL DIVISION TRAINING OF

TRAINERS
Mrs. Orgenia A. Ganzan
Master Teacher II
Jasaan National High School (JHS)
Jasaan South District

Topic: Assessment of Learning and

Assessment for Learning
WHAT IS ASSESSMENT FOR LEARNING?
Assessment for learning (AFL) is an approach to
teaching and learning that creates feedback which is
then used to improve students’ performance.
Students become more involved in the learning
process and from this gain confidence in what they
are expected to learn and to what standard.
One way of thinking about AFL is that it aims to
‘close the gap’ between a learner’s current
situation and where they want to be in their
learning and achievement. Skilled teachers plan
tasks which help learners to do this.
AFL involves students becoming more active
in their learning and starting to ‘think like a
teacher’. They think more actively about
where they are now, where they are going and
how to get there.
Effective teachers integrate AFL in their
lessons as a natural part of what they
do, choosing how much or how little to
use the method. AFL can be adapted to
suit the age and ability of the learners
involved.
 AFL and the relationship with formative and
summative assessment

Traditionally, AFL has been closely associated with

formative assessment because practices such as
questioning and providing feedback help ‘form’ or
‘shape’ student learning. This differs from
summative assessment which typically is an
attempt to measure student attainment at the end
of a period of learning.
Frequent progress monitoring is an example of
assessments for learning, where a student's
academic performance is regularly assessed
between benchmarks to determine if the current
instruction and intervention is positively impacting
student achievement or if adjustments need to be
implemented.
"In AFL, it is the purpose of
assessment, rather than the nature of it,
that is important."
There are five main processes that take place
in assessment for learning:

1) Questioning enables a student, with the

help of their teacher, to find out what level
they are at.

2) The teacher provides feedback to each

student about how to improve their learning.
3) Students understand what successful work looks
like for each task they are doing.

4) Students become more independent in their

learning, taking part in peer assessment and
self-assessment.
5) Summative assessments (e.g. the
student’s exam or portfolio submission) are
also used formatively to help them improve.
ASSESSMENTS OF LEARNING

Assessments of learning are typically administered at the

end of a unit or grading period and evaluate a student’s
understanding by comparing his or her achievement
against a class-, district-, or nationwide benchmark or
standard
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.
Assessment of learning measures what
and how well the students have learned at
the end of instruction. It certifies learning
and measures students' overall
achievement/proficiency. 
ASSESSMENT OF LEARNING V.S.
ASSESSMENT FOR LEARNING
assessment of learning assessment for learning 
assessment of learning is assessment for learning is a
a way to see what the way to see what the teachers
students can do should do in response.
Example of assessment of learning

Diagnostic Assessment (as Pre-Assessment) .

Formative Assessment. ...
Summative Assessment. ...
Norm-Referenced Assessment. ...
Criterion-Referenced Assessment. ...
Interim/Benchmark Assessment
A diagnostic assessment is an evaluation of a child's knowledge
and skill level of a certain topic.
Formative assessment is a planned, ongoing process used by all
students and teachers during learning and teaching to elicit and
use evidence of student learning to improve student
understanding of intended disciplinary learning outcomes and
support students to become self-directed learners.
Summative assessment is to evaluate student learning at the
end of an instructional unit by comparing it against some standard
or benchmark. Summative assessments are often high stakes,
which means that they have a high point value.
Norm-referenced refers to standardized tests that assess
competency using norms to interpret and report scores.

Criterion-referenced assessment means that teacher judgements

about how a student does in an assessment task are based on
standards and criteria that are pre-determined and made available
to students at the time the assignment is set
An interim assessment is a test administered at different intervals
during the school year to check students' grasp on content and
guide future instruction. 
PRINCIPLES OF ASSESSMENT
Principles of assessment relate to how the assessment process is put into
practice. Two important principles are known as VARCS and SMART. 
 VARCS WILL HELP ENSURE ASSESSMENT IS
CONDUCTED AND ASSESSED CORRECTLY

Valid – the work is Authentic – the Reliable – the

relevant to what work has been work is
has been assessed produced solely by consistent over
and is at the right the learner
time.
level
 VARCS
Current – the Sufficient – the
work is still work covers all
relevant at the of the
time of requirements at
assessment. the time
 SMART
Specific – the Measurable – the Achievable – the
activity relates only activity can be activity can be
to what is being measured against the
assessment achieved at the
assessed and is
requirements, right level
.
clearly stated
allowing any gaps to
be identified.
 SMART

Relevant – the activity Time bound –

is suitable and
realistic, relates to
target dates and
what is being assessed times are agreed. 
and will give
consistent results
 ASSESSMENT PROCESS
• The assessment process should always be:
ethical: the methods used are right and proper for what is being
assessed and the context of assessment. The learner’s welfare,
health, safety and security are not compromised .
safe: the learner’s work can be confirmed as valid and authentic. There
should be little chance of plagiarism, confidentiality of information
should be taken into account and learning and assessment should not be
compromised in any way, nor the learner’s experience or potential to
achieve. Safe in this context does not relate to health and safety but to
whether the assessment methods are sufficiently robust to make a
reliable decision.

fair: the methods used are appropriate to all learners at the right level,
taking into account any particular needs. All learners should have an
equal chance of an accurate assessment decision.