Assessment of Learning:

  • The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the end of a task, unit of work etc.
  • It is designed to provide evidence of achievement to parents, other educators, the students themselves and sometimes to outside groups (e.g., employers, other educational institutions)
  • Teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications.

Assessment for Learning:

  • The emphasis shifts from summative to FORMATIVE assessment in Assessment for Learning.
  • Assessment for Learning happens during the learning, often more than once, rather than at the end.
  • Students understand exactly what they are to learn, what is expected of them and are given feedback and advice on how to improve their work.
  • Teachers also use assessment for learning to enhance students’ motivation and commitment to learning. When teachers commit to learning as the focus of assessment, they change the classroom culture to one of student success.

Assessment as Learning:

  • Through this process students are able to learn about themselves as learners and become aware of how they learn – become megacognitive (knowledge of one’s own thought processes)
  • Students reflect on their work on a regular basis, usually through self and peer assessment and decide (often with the help of the teacher, particularly in the early stages) what their next learning will be.
  • Assessment as learning helps students to take more responsibility for their own learning and monitoring future directions.


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