CHAPTER 4 | assessment for learning and as learning
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ASSESSMENT FOR LEARNING AND AS LEARNING
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Table 4.1 The Purposes of Assessment, the Nature of Assessment for Different Purposes, and
the Uses of Assessment Information
Purpose of Classroom Assessment Nature of Assessment Use of Information
Assessment for learning
“Assessment for learning is the
process of seeking and interpreting
evidence for use by learners and their
teachers to decide where the learners
are in their learning, where they need
to go, and how best to get there.”
(Assessment Reform Group, 2002, p. 2)
Diagnostic assessment:
• occurs before instruction
begins so teachers can determine
students’ readiness to learn new
knowledge and skills, as well as
obtain information about their
interests and learning preferences.
The information gathered:
• is used by teachers and students
to determine what students
already know and can do with
respect to the knowledge and
skills identified in the overall
and specific expectations, so
teachers can plan instruction
and assessment that are
differentiated and personalized
and work with students to set
appropriate learning goals.
Formative assessment:
• occurs frequently and in
an ongoing manner during
instruction, while students are
still gaining knowledge and
practising skills.
The information gathered:
• is used by teachers to monitor
students’ progress towards
achieving the overall and
specific expectations, so that
teachers can provide timely and
specific descriptive feedback to
students, scaffold next steps,
and differentiate instruction
and assessment in response
to student needs.
Assessment as learning
“Assessment as learning focuses on
the explicit fostering of students’
capacity over time to be their own
best assessors, but teachers need
to start by presenting and modelling
external, structured opportunities
for students to assess themselves.”
(Western and Northern Canadian
Protocol, p. 42)
Formative assessment:
• occurs frequently and in
an ongoing manner during
instruction, with support,
modelling, and guidance
from the teacher.
The information gathered:
• is used by students to provide
feedback to other students (peer
assessment), monitor their own
progress towards achieving their
learning goals (self-assessment),
make adjustments in their learning
approaches, reflect on their
learning, and set individual
goals for learning.
Assessment of learning
“Assessment of learning is the
assessment that becomes public and
results in statements or symbols about
how well students are learning. It
often contributes to pivotal decisions
that will affect students’ futures.”
(Western and Northern Canadian
Protocol, p. 55)
Summative assessment:
• occurs at or near the end of a
period of learning, and may be
used to inform further instruction.
The information gathered:
• is used by the teacher to
summarize learning at a given
point in time. This summary is
used to make judgements about
the quality of student learning on
the basis of established criteria,
to assign a value to represent
that quality, and to support the
communication of information
about achievement to students
themselves, parents, teachers,
and others.