Assessment AS Learning

Summary

This video explores the concept of 'assessment as learning,' distinguishing it from other forms such as 'assessment of learning' and 'assessment for learning.' The presentation highlights the drawbacks of traditional assessment methods, like relying solely on tests or surface-level data. It demonstrates how 'assessment as learning' encourages self-assessment, reflection, and active student engagement in the learning process. By offering a more interactive approach, the teacher's role evolves into a facilitator, guiding students and adapting lessons based on their progress and needs.

Takeaways

• 😀 Assessment as learning is a distinct type of assessment that differs from others like assessment of learning and assessment for learning.
• 😀 There are three main types of assessment: assessment of learning, assessment for learning, and assessment as learning.
• 😀 Assessment of learning typically involves standard tasks and grading students' achievement, which can be ineffective in measuring communication and learning outcomes.
• 😀 Assessment for learning is a more formative approach, where the teacher adapts lessons based on student performance, but it still has limitations, such as not always being used to inform planning effectively.
• 😀 Teachers often don’t use the information gathered from assessment for learning to change their teaching plans, leading to superficial results.
• 😀 Assessment as learning shifts the teacher's role to a guide and facilitator, encouraging self-assessment and reflection in students.
• 😀 In assessment as learning, students are encouraged to take an active role in their learning by reflecting on their progress and making improvements based on feedback.
• 😀 One of the advantages of assessment as learning is that it helps students engage more deeply with the material by promoting critical thinking and self-reflection.
• 😀 Unlike assessment for learning, assessment as learning involves the teacher helping students understand their learning process and providing ideas for improvement.
• 😀 A key difference between assessment for and assessment as learning is that the latter encourages more student autonomy and self-directed learning.

Q & A

What is the main focus of the presentation in the script?

The main focus of the presentation is to explain the concept of 'assessment as learning' and differentiate it from other types of assessments, such as 'assessment of learning' and 'assessment for learning.'

How does 'assessment of learning' differ from 'assessment as learning'?

'Assessment of learning' is typically focused on evaluating whether students meet specific learning outcomes through tasks like tests or exams. In contrast, 'assessment as learning' emphasizes students' active involvement in their learning process, where they self-assess and reflect on their progress.

What issues are associated with 'assessment of learning' according to the script?

'Assessment of learning' is criticized for being ineffective in measuring a student’s ability to communicate and manipulate learning outcomes. It often provides a surface-level understanding of a student’s performance and doesn’t promote deep engagement with the material.

What is the role of the teacher in 'assessment for learning'?

In 'assessment for learning,' the teacher uses formative assessments to gather information about students' understanding and adjusts lesson plans accordingly. However, the script points out that teachers sometimes fail to use this information effectively to change their planning.

How does 'assessment as learning' involve students differently than the other types?

'Assessment as learning' requires students to take an active role in their learning by self-assessing and reflecting on their progress. The teacher’s role is more about guiding and facilitating this process, offering feedback, and helping students to develop their self-assessment skills.

What are the main drawbacks of 'assessment for learning' as discussed in the script?

'Assessment for learning' has drawbacks because teachers often fail to use the data collected to change their teaching practices effectively. Also, similar to 'assessment of learning,' it tends to focus on surface-level information rather than providing a deeper understanding of students' abilities.

What is one example provided in the script of 'assessment for learning'?

An example of 'assessment for learning' in the script is the teacher’s use of formative assessment about static electricity. The teacher asks students questions to gauge their understanding and uses that information to adapt lesson plans.

Why does the teacher use assessment as learning in the final example?

In the final example, the teacher uses 'assessment as learning' to help students reflect on their progress with their gardening projects. The teacher facilitates self-assessment, allowing the students to identify their strengths and areas for improvement.

What issue does the teacher face with the students' project in the final scene?

The teacher notices that one group has done well in developing compost for stronger plant growth, while another group failed to give enough water to their plants, which hindered their project’s success.

How does the teacher respond to the group’s challenges in the final scene?

The teacher suggests that the group who is struggling might try giving their plants more water to improve their project, encouraging them to reflect and adapt.