8/10/2019 T2 I Assessment of for Learning

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Education testing: Assessment OF learning versus assessment FOR learning

MAY 10, 2012

BY: JOE S E!"E#$One o% t&e ma'or (ro)lems in edure%ormia is t&e constant con%lation o%assessment OF learning *it& assessment FOR learning+ e-ve all )een a(art o% education testing conversations *&en *e reali.ed, / e , *e aren-ttal ing a)out t&e same t&ing &ere+3 4e5t time, rat&er t&an 'ust nodding along, suggest ou dig into t&e disconnect and discuss a*a +

What is the difference?

Assessment OF learning involves loo ing at assessment in%ormation at theend of the teaching and learning process to ran students- ac&ievementlevels against a standard+ t is summative in nature and t (icall involvesstandardi.ed tests+ Assessment OF learning scores are o%ten used to rateteac&ers- or sc&ools- a)ilit to move student ac&ievement )ased on t&e resultso% single, (oint6in6time tests 7 e+g+, t&ose generated ) 4ort&*est Evaluation

Association 84 EA9 or state tests+

Assessment FOR learning em)eds assessment (rocesses throughout theteaching and learning process to constantl ad'ust instructional strateg +&ile it can include test data, it also addresses ot&er uantitative and evenualitative data, and even encom(asses a great deal o% anecdotal anddescri(tive data+ ;sing 4 EA in con'unction *it& teac&er generated daildata 8c&ec s %or understanding, e5it tic ets, o)servations o% studentengagement9 to alter instructional strateg during lesson or unit deliver is ane5am(le o% assessment FOR learning in action+

Can they both be present?

#ertainl , t&ere-s no eit&erer%ormance Series are increasingl )eing used to evaluate student (rogressand (rovide data %or instructional (lanning and decision ma ing+

=&e distinction, t&oug&, is t&at in assessment FOR learning, t&e test data is

'ust one data element in t&e discussion, and t&e assessment (rocess isconstant rat&er t&an at a single (oint in time+

http://www.msdf.org/blog/author/joe-siedlecki/http://www.msdf.org/blog/author/joe-siedlecki/

8/10/2019 T2 I Assessment of for Learning

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Whats the future?

One da &o(e t&at t&e con%lation goes a*a + & ? Because *&at *es&ould reall )e tal ing a)out is assessment AS learning @a (rocess *&ere

students are a*are o% t&eir o*n learning o)'ectives , *&ere t&e ta eres(onsi)ilit %or meeting t&ose o)'ectives, and *&ere teac&ers assiststudents in t&eir individuali.ed learning (at&s+ 8An added )ene%it o%assessment as learning is t&at it can )e used to &el( students sel%6re%lect ont&eir )e&avior and attitudes as *ell as t&eir learning+9

Only when we stop doing assessment to students or for students anddo assessment with students *ill *e trul )e )uilding t&eir intellectualinde(endence and a)ilit to t&in criticall +

To hear teachers talking about the results of using assessment AS learning,watch this video on how students in Charlotte-Mecklenburg schoolsresponded to teachers efforts to share assessment results on an ongoingbasis.

http://www.msdf.org/blog/2012/05/education-testing-assessment-of-learning-versus-assessment-for-learning/

Assessment FOR learning is more commonly known as formative & diagnosticassessments. Assessment FOR learning is the use of a task or an activity for thepurpose of determining student progress during a unit or block of instruction.Teachers are now afforded the chance to adjust classroom instruction based uponthe needs of the students. imilarly! students are provided valuable feedback ontheir own learning.

Assessment OF learning is the use of a task or an activity to measure! record andreport on a student"s level of achievement in regards to specific learninge#pectations. These are often known as summative assessments.

http://www.tvdsb.ca/webpages/takahashid/techdia.cfm?subpage 12!20"

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