Resources for unit 6

3. Assessment approaches: Assessment of, as, and for learning

The terms assessment of learning, assessment as learning, and assessment for learning refer to different purposes and approaches to assessment in education. These distinctions help clarify how assessment can be used in various ways to support and evaluate student progress.

a. Assessment of Learning (Summative Assessment)

Assessment of learning measures and evaluates students’ learning at a specific point in time, typically at the end of a lesson, unit, or module. It is used to determine how much students have learned and the extent to which students have achieved the learning objectives or standards. It is often summative in nature, and provides final judgment on student performance, often in the form of grades, scores, or certificates and helps to determine achievement levels or mastery of a subject. Examples of assessment of learning:

- Final exams: Tests that cover a wide range of material from the subject.

- End-of-unit tests: Assessments given at the end of a unit to evaluate if students grasped the main concepts.

- Final projects or presentations: A culminating assessment that demonstrates a student’s overall understanding and skills.

- Standardized tests: Large-scale tests used to evaluate learning at a national or state level.

b. Assessment as Learning (Student self-Assessment)

Assessment as learning, part of formative assessment, involves students monitoring and gathering information about their own learning. They do this through self- and/or peer- assessments to help understand how they are progressing in their learning, and what they can do to improve. Students actively participate in the assessment process and become more aware of their strengths and areas for improvement. It involves students in the assessment process and helps them use the information to guide and improve their own learning. Examples of assessment as learning:

o Reflection journals: Students write about what they’ve learned, what they found challenging, and where they need to improve.

o Peer reviews: Students evaluate their classmates’ work and receive feedback, which helps them reflect on their own work.

o Rubrics for self-assessment: Students assess their own assignments or projects using rubric to determine how well they met the criteria.

o Learning logs: Ongoing records where students track their learning progress, challenges, and adjustments made throughout a unit or semester.

c. Assessment for Learning (Formative Assessment)

It is an ongoing process that takes place during learning, providing feedback to help students improve and enabling teachers to adjust instruction accordingly. The focus is on progress and growth rather than final outcomes. This type of assessment identifies students’ strengths and weaknesses, supporting real-time learning by informing instruction and guiding necessary adjustments to enhance understanding and performance. Examples of assessment for learning:

- Quizzes: Short, low-stakes tests that provide feedback on students’ understanding of the material, allowing for adjustments in teaching.

- Classroom observations: Teachers observe students’ participation, collaboration, or problem-solving, providing informal feedback.

- Concept mapping: Students create diagrams that show the relationships between key concepts, helping both teachers and students see areas of misunderstanding.

- Exit tickets: At the end of a lesson, students quickly write what they learned or any questions they still have, helping teachers adjust future lessons.