It should measure progress, not just achievement. Part of the art of teaching is supporting students to build on strengths in order to meet needs, and providing students challenging yet achievable steps towards their learning goals. When people succeed or fail, they explain it to themselves in a variety of ways effort, ability, mood, knowledge, luck, help, clarity of instruction etc.
A learning progression should clearly articulate what steps make up progress towards an ultimate learning goal. Content knowledge Knowledge of both curriculum and pedagogical content is essential for effective assessment for learning.
Feedback in the assessment for learning process: Knowledge and understanding of what is to be achieved is not enough. To do this well, they need to understand: Principles of assessment for learning Principles of assessment for learning Above all, assessment for learning must be underpinned by the utmost confidence that every student can improve.
If this can be accomplished, students can learn to conduct effective peer assessments of each other. Social aspects To be effective, assessment for learning needs to take place within a positive learning environment.
Identifying the learning need Assessment information helps teachers and students identify where a student is in terms of their learning, where they want to be, and what next teaching and learning steps can help them to achieve their goals.
Return to top Engagement and motivation One of the most important purposes of assessment for learning is the role it plays in student motivation. Assessment-capable students can also provide better information to teachers.
Next teaching and learning steps To be effective in describing next teaching and learning steps, assessment for learning should be linked to some form of learning progression.
Feedback Feedback based on assessment is one of the most powerful ingredients in teaching and learning, and maximising the quality, appropriateness and use of feedback should be a core aim of all assessment practice. To provide effective learning opportunities, teachers need to understand the curriculum, its goals, and how students can progress towards them.
Assessment-capable students feel greater ownership of their learning and are more likely to attribute outcomes to factors within their control. This empowers students to take control of their own learning, by developing their skills of self-regulation.
Assessment for learning supports teaching and learning goals in three key ways: This means striking a delicate balance.
Teachers require deep knowledge of the content to be taught and how students learn it. It should be driven by the concept of ako, meaning "to teach and to learn".
How students will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned. Independent learners like this have the ability to seek out and gain new skills, new knowledge and new understanding, according to their own needs and learning goals.
The ways in which teaching, learning and assessment are structured by teachers are a direct product of their content knowledge and beliefs about how students think and learn.
Cumulative measurement of progress Assessment should be valid, fair and suited to the purpose.The assessment of student learning is based on goals set by faculty and students in mutual activity.
2. The assessment of student learning is a formative process. 3. The assessment of student learning is a continuous process. 4. The assessment of student learning emphasizes self-assessment as a natural part of the learning process.
5. Principles of assessment. Assessment is an integral part of the learning process, required in order to: judge performance, measured against intended learning outcomes. determine whether progression to the next level is appropriate.
provide useful feedback, which indicates attainment but also areas for improvement. Principles of Assessment for Learning The following principles provide the criteria for judging the quality of assessment materials and practices.
emphasises the interactions between learning and manageable assessment strategies that promote learning. The aim of this assessment is to analyse how assessment methods are used in lifelong learning, evaluate strengths and limitations of these, how to involve the learner in the assessment process, analyse peer and self- assessment role and justify the need for keeping records of assessment.
Assessment for learning is dependent on knowledgeable teachers who can interpret their observations and act on those interpretations to enhance learning. The ways in which teaching, learning and assessment are structured by teachers are a direct product of their content knowledge and beliefs about how students think and learn.
UNIT 3 Principles and practice of Assessment Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs.
Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a .Download