Assessment Of For And As Learning
Assessment of Learning
Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e.g., employers, other educational institutions).
Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible.
Teachers’ Roles in Assessment of Learning
Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide a rationale for undertaking a particular assessment of learning at a particular point in time clear descriptions of the intended learning processes that make it possible for students to demonstrate their competence and skill a range of alternative mechanisms for assessing the same outcomes public and defensible reference points for making judgments transparent approaches to interpretation descriptions of the assessment process strategies for recourse in the event of disagreement about the decisions
With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning.
Assessment for Learning
Assessment for learning focuses on engaging students in classroom assessment in support of
Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e.g., employers, other educational institutions).
Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible.
Teachers’ Roles in Assessment of Learning
Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide a rationale for undertaking a particular assessment of learning at a particular point in time clear descriptions of the intended learning processes that make it possible for students to demonstrate their competence and skill a range of alternative mechanisms for assessing the same outcomes public and defensible reference points for making judgments transparent approaches to interpretation descriptions of the assessment process strategies for recourse in the event of disagreement about the decisions
With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning.
Assessment for Learning
Assessment for learning focuses on engaging students in classroom assessment in support of