Feedback can drive a loop of continuous change and improvement for both the teacher and student, as both learn from each other. Content knowledge Knowledge of both curriculum and pedagogical content is essential for effective assessment for learning.
Students will often move far ahead in one area while retaining significant learning needs in another. To make a valid and fair measure of progress over time, teachers need to analyse information from a range of sources. This empowers students to take control of their own learning, by The principles of assessment in learning their skills of self-regulation.
Effective assessment practice should plan for collaborative and collective assessment, in both formal and informal contexts, in order to reflect the educational values of different cultures, backgrounds and experiences.
Support for teaching and learning goals Teachers need to know how a given assessment should enhance learning, and how to check if it has. Assessment for learning supports teaching and learning goals in three key ways: It recognises the knowledge, skills and understanding that both teachers and students bring to learning interactions, and it acknowledges the way that new knowledge and understandings can grow out of shared learning experiences.
It should be driven by the concept of ako, meaning "to teach and to learn". Return to top Engagement and motivation One of the most important purposes of assessment for learning is the role it plays in student motivation.
It should help develop understanding of the strategies and patterns students have constructed in order to make sense of the world.
The assessment for learning process can unlock the approaches used by students and help them to become more aware of not only what they are learning, but how they are learning it.
Knowledge and understanding of what is to be achieved is not enough. 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.
Students make progress when they develop the ability to monitor their own work. To do this well, they need to understand: Assessment should emphasise quality student-teacher learning interactions and be fit for purpose. Recognition of social and cultural aspects of assessment All aspects of assessment carry a social and cultural dimension.
Assessment-capable students feel greater ownership of their learning and are more likely to attribute outcomes to factors within their control. Effective assessment practice needs to recognise different values, assumptions and understandings and the impact they have on how students may respond to different assessment approaches.
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. Knowledge of the learner is essential for knowing what is appropriate and ensuring feedback is delivered in a way that empowers the learner.
There should be as much or as little feedback as is needed, using a number of approaches if necessary. It should measure progress, not just achievement. Any assessment can only provide a snapshot of achievement on a particular day. If this can be accomplished, students can learn to conduct effective peer assessments of each other.
Their planning needs to include strategies to check students understand the goals they are pursuing and the criteria that will be applied in assessing their work. Social aspects To be effective, assessment for learning needs to take place within a positive learning environment.
Teachers require deep knowledge of the content to be taught and how students learn it. 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.
Knowledge of the learner is vital to ensure assessment is appropriate and fit for purpose. This means striking a delicate balance. If they are too easy, boredom and disengagement are potential outcomes. Students must want to make the effort and be willing to keep on engaging, even when they find the learning difficult.
Students should be educated in ways that build their assessment capabilities, so they can take increasing control of their own learning and, through this process, become more effective and independent learners.
If the next instructional steps are too hard for the student, frustration will be the most likely result. This engages and motivates students.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. 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.
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.
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.
Underlying principles of assessment for learning» What is assessment for learning? Assessment for learning is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies.
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.Download