We are currently working a lot with assessment for learning, which is an on going and formative way of assessment. One thing that is important is to not confuse it with assessment OF or AS learning. I thought this chart might help us all to get a clerare view and a better understanding regarding the differences.
|Assessment for learning
||Assessment as learning
||Assessment of learning
|Assessment for learning is ongoing, diagnostic, and formative. It is for ongoing planning. It is not used for grading and Report Cards.
||Assessment as learning actively involves students. It is ongoing, and it involves self and peer assessment. It provides students with the opportunity to use the feedback to improve learning. Allows time for sel
||Assessment of learning occurs at end of year or at key stages. It is summative. It is for grading and Report cards.
- diagnostic and formative
- teacher assessment, student self-assessment, and/or student peer assessment
- criterion-referenced – criteria based on prescribed learning outcomes identified in the provincial curriculum, reflecting performance in relation to a specific learning task
- involves both teacher and student in a process of continual reflection and review about progress
- teachers adjust their plans and engage in corrective teaching in response to formative assessment
- the development of self-assessment skills
- the development of peer-assessment skills
- provides students with information on their own achievement and prompts them to consider how they can continue to improve their learning
- student-determined criteria based on previous learning and personal learning goals
- students use assessment information to make adaptations to their learning process and to develop new understandings
- provides the opportunity to respond to assessment feedback to improve a project.
- teacher assessment
- may be either criterion-referenced (based on prescribed learning outcomes) or norm-referenced (comparing student achievement to that of others)
- information on student performance can be shared with parents/guardians, school and district staff, and other education professionals (e.g., for the purposes of curriculum development)
- used to make judgments about students’ performance in relation to provincial standards
- used for grading and Report Cards
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