Assessment is often viewed as something that happens at the end of a unit of learning. However, assessment is more like a process than an event. It occurs throughout the teaching and learning cycle and helps us answer questions critical to learning and learners:
Assessment can be
Masters highlights four general principles that
underpin highly effective teaching. Each rely on the use of high quality evidence of student learning:
2. Tailor teaching to the progress and needs of individual learners.
3. Provide personalised feedback to students that guide action.
4. Assist learners to see and appreciate the progress
they are making.
Sandra Rowan and Mary-Ellen Betts understand that wise assessment should inform good teaching using the NSW syllabuses.
Assessment for learning, assessment as learning and assessment of learning are approaches that can be used individually or together, formally or informally, to gather evidence about student achievement and to improve student learning. http://syllabus.bos.nsw.edu.au/support-materials/assessment-for-as-and-of-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 as 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 for 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 assessment of learning for grading or ranking depends on the validity and reliability of activities. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.
Assessment of learning: