Name: Wynzyleen L.

Lee
2014-23384
Assessment FOR Learning

Purpose

Main Goal

It is using a task or the results of a task in

order to gauge what needs to be done and
how much more has to be covered by the
teachers. It uses evidence about student
learning to aid and inform teaching in the
classroom.
Identifies learning needs in order to align
instruction to the level of students.
Formative and diagnostic
Provides basis to teachers in deciding how to
proceed with the lesson (program
intervention)

Key Features

Provides feedback that will allow necessary

changes in classroom practices and teaching
styles, as well as changes in the students
themselves in order to improve
Over the course of learning

People Primarily
Involved and
Benefited

Teacher (gives and is given feedback)

Student (gives and is given feedback)

Examples

Diagnostic tests

Sources:
https://syllabus.bostes.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/
http://www.tvdsb.ca/webpages/takahashid/techdia.cfm?subpage=128207
https://curriculum.gov.mt/en/Assessment/Assessment-of-Learning/Documents/assessment_of_for_as_learning.pdf

EDL 141

Assessment AS Learning

6-Sep-16
Prof. Romylyn Metila
Assessment OF Learning

It is the use of a task to allow students to

further their own learning by becoming
aware of how they learn or what they've
learned in order to monitor their progress
and act as needed. Students are their own
assessors.

It is the use of a task or activity to measure

what has been learnt and determine the
level of achievement the student has
attained with respect to a well-defined list of
criteria/standards.

Self-reflection, self-assessment, peer

assessement

Determine level of achievement

Makes students independent learners

Engages both teachers and students in
shaping learning goals

Provides evidence of achievement to the

community (fellow educators, students,
parents, etc.)

Students are their own assessors

Requires students to ask questions about
own learning

Teacher must provide opportunities for

learners of all kinds to demonstrate their skill

Encourages metacognition on the part of the

Requires well-defined rationale for learning
students
Student (as assessor)

Teacher (as assessor)

SWOT Analysis
Peer grading

ssment-for-as-and-of-learning/
bpage=128207
earning/Documents/assessment_of_for_as_learning.pdf

Final exams