The purpose of assessment will determine how you assess and what use you make of the assessment results.
Figure 2 illustrates different types of assessment.
In any course, it is important to strike a balance between assessment for, assessment of and assessment as learning. Each has its own purpose.
As the term suggests, assessment for learning is done to promote learning. It takes place before or during the course of learning. The results are mainly used by the teacher to identify gaps and build in corrective measures. It is a form of monitoring learning progress to ensure that desired goals or learning outcomes are achieved.
Assessment of learning happens at the end of a learning cycle and the results are used to make judgements about learner achievements (and sadly, sometimes about the future options of the learner). Assessment of learning measures the knowledge, skills, attitudes and values students have attained at the end of a learning cycle in comparison to the set goals.
Assessment as learning is self-assessment that takes place as the learning happens. It is done by the learner to check their own progress. It is the type of assessment that promotes self-directed learning (SDL). It helps students to reflect on what they are learning, and also how they are learning it. We want to promote this type of assessment in distance education generally and in open schooling in particular. As a teacher, you can do this by encouraging your learners to reflect regularly as they learn, to write up personal learning journals (or e-portfolios), and even to simply bounce ideas by peers or other people in the home. Assessment as learning is more learner centred and learner-driven than the first two types of assessment.
The word assessment often triggers intense emotions in learners. Learners can associate feelings of panic, distress, inadequacy and a range of other negative feelings with assessment, (Boud & Falchikov, 2007).
Watch the video clip on the following link and post your answer to the following questions in the discussion forum on QA4ODFL2 Discourse site.
[Watchtime: 0.53 mins]
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by CLAS Network
- According to the video clip, which of the two forms of assessment is more likely to cause panic and anxiety in your learners?
- Think about how you assess in your lessons and courses. What do you see as the main strengths and the main weaknesses of how you assess? Post your answer in the discussion forum. Also read what your peers have posted.
- Discuss with a colleague how you would avoid or minimise bad feelings about assessment from developing in your learners? You can do this virtually.
Perhaps you feel that assessment of learning is more likely to cause panic and anxiety amongst your learners, because this type of assessment is mainly meant for grading purposes. The grading can have implications on how a learner is perceived, placement for advancement and even for judgement for suitability for a job.
A good way to avoid or minimise learners from developing bad feelings about assessment is to use assessment as a learning tool and to get your learners to understand this. As much as possible, avoid linking assessment to some form of punishment. Also, be as fair as possible in your assessment processes. Some teachers give their learners a second and even third chance to improve their scores on assessment tasks. This is a good way of communicating the message that assessment is for learning.
The purpose of assessment will determine how you assess and what use you make of the assessment results.
Figure 2 illustrates different types of assessment.
In any course, it is important to strike a balance between assessment for, assessment of and assessment as learning. Each has its own purpose.
As the term suggests, assessment for learning is done to promote learning. It takes place before or during the course of learning. The results are mainly used by the teacher to identify gaps and build in corrective measures. It is a form of monitoring learning progress to ensure that desired goals or learning outcomes are achieved.
Assessment of learning happens at the end of a learning cycle and the results are used to make judgements about learner achievements (and sadly, sometimes about the future options of the learner). Assessment of learning measures the knowledge, skills, attitudes and values students have attained at the end of a learning cycle in comparison to the set goals.
Assessment as learning is self-assessment that takes place as the learning happens. It is done by the learner to check their own progress. It is the type of assessment that promotes self-directed learning (SDL). It helps students to reflect on what they are learning, and also how they are learning it. We want to promote this type of assessment in distance education generally and in open schooling in particular. As a teacher, you can do this by encouraging your learners to reflect regularly as they learn, to write up personal learning journals (or e-portfolios), and even to simply bounce ideas by peers or other people in the home. Assessment as learning is more learner centred and learner-driven than the first two types of assessment.
The word assessment often triggers intense emotions in learners. Learners can associate feelings of panic, distress, inadequacy and a range of other negative feelings with assessment, (Boud & Falchikov, 2007).
Learning activity 1
Watch the video clip on the following link and post your answer to the following questions in the discussion forum on QA4ODFL2 Discourse site.
[Watchtime: 0.53 mins]
425pxis not validby CLAS Network
Reflection
Perhaps you feel that assessment of learning is more likely to cause panic and anxiety amongst your learners, because this type of assessment is mainly meant for grading purposes. The grading can have implications on how a learner is perceived, placement for advancement and even for judgement for suitability for a job.
A good way to avoid or minimise learners from developing bad feelings about assessment is to use assessment as a learning tool and to get your learners to understand this. As much as possible, avoid linking assessment to some form of punishment. Also, be as fair as possible in your assessment processes. Some teachers give their learners a second and even third chance to improve their scores on assessment tasks. This is a good way of communicating the message that assessment is for learning.
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