Assessment for learning is “the process of seeking and interpreting evidence for use by learners and their teachers to determine where the learners are in their learning, where they need to go and how best to get there” (Assessment for Learning). Assessment for learning is also referred to as formative assessment. Formative assessment must be ongoing throughout the course or module (PIDP 3230 Evaluation of Learning Handout).
These activities are called classroom assessment techniques. They are “generally simple, non-graded, and anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening” (Vanderbilt University, Center for Teaching).
This idea was developed for pedagogy, but has been implemented successfully in adult education ( The Art of Evaluation). This type of assessment “occurs during the teaching and learning process rather than after teaching and learning has been completed” (The Art of Evaluation).
Prior to the start of this module Evaluation of Learning of the Provincial Instructors Diploma Program I was not aware of the different methods of assessing learners. As an Instructor I did frequently check-in with the learners, but not using a classroom assessment technique. Upon reflecting, I need to question how many learners were really honest with me and let me know that they lacked understanding of the content? The method I was using is not best practice and could have had a negative impact on the learners that I was responsible for.
After reading the textbook and researching for this journal and assignment two I have some knowledge on assessment for learning, but need to continue to learn more about this process. I will need to implement assessment for learning into my practice to benefit the learners and myself as an Instructor.
This is a formative assessment tool that assesses what has been learned and what needs further clarification or instruction. This type of assessment is not used for marks or grading purposes.
These types of assessments assist the learner by obtaining feedback from the Instructor, engaging in self-reflection, assuming accountability for their learning, and identifying their strengths and deficits in their learning. This assessment process is viewed by the learner as non-threatening and often leads to increased motivation towards obtaining their educational goals.
Assessment for learning informs the Instructor if their delivery methods are effective, identifies what needs to be reviewed and the progress of each learner in the class. There are a variety of classroom assessment tools. It is the Instructor that determines which tool to use. “Teachers use the curriculum as a starting point in deciding what to assess” (Manitoba Education).
In my professional practice I will start to incorporate assessment for learning in all of
my lesson plans. These assessments must be planned, transparent, and flexible. My role
in using a classroom assessment tool to assess the learner’s comprehension is to provide
specific timely feedback to the learners, adjust the delivering method of instruction as
needed, and to facilitate the learner moving towards achieving their educational goals.
The findings will need to be reviewed and interpreted prior to providing feedback to the
learners. These are all an essential components of being an effective Instructor.
I will need to engage in self-reflection after each classroom assessment to assess if my
methods of delivery are effective, if the assessment tool is effective, and what and how to
deal with the information that I received from the assessment.
“Assessment for learning should help all learners find the intrinsic motivation and self-knowledge to achieve their best and to celebrate their efforts and theiraccomplishments” (The Art of Evaluation).
I have some knowledge on assessment for learning using classroom assessments but still need to enhance my knowledge base on this subject matter. I will learn more about this during the assignment two peer review, but will need to commit to engage in further learning.
Angelo, Thomas, A., Cross, Patricia, K., (1993) Classroom Assessment Techniques A Handbook for College Teachers, Second Edition
Assessment for Learning, Retrieved from the World Wide Web on May 31, 2013,http://www.assessmentforlearning.edu.au/professional_learning/modules/intro_toafl/introduction_key_uestions.html
Manitoba Education, Retrieved from the World Wide Web on May 31, 2013, http://www.edu.gov.mb.ca/k12/assess/wncp/
School of Instructor Education, May 6, 2013, PIDP 3230 Evaluation of Learning Handout, Vancouver, BC: Vancouver Community College
Vanderbilt University, Center for Teaching, Retrieved from the World Wide Web on May 27, 2013, http://cft.vanderbilt.edu/teaching-guides/assessment/cats/