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Assessment for learning:
Assess/collect information on students' learning, identify knowledge gaps and provide feedback to the students to improve and enhance his learning. Also known as formative assessment.
Eg: Students' reflective writing work on domain knowledge.

Assessment of learning:
Summative assessments, for evaluation or measurement purposes.
Eg: End of year exams.

Assessment as learning:
The assessment activity itself is treated as a process of learning for students.
Eg: Students' self-assessment using rubrics.

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Afl
formative assessments (going to continously assess)

A for l
Summative (end of learning phase)

Asl
value-based assessment
collaboratively with (peers)
and reflectively with (self)

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Assessment of Learning:

Using the grade of students’ presentation from students or kahoots quiz to assess the students understanding of learning and giving teacher an overview of the students standard.

Assessment for Learning:

Teacher will observe the students’ performing nursing procedure and give timing feedback for improvement.

Assessment as Learning:

Students was told to do reflection on their performance after clinical attachment to monitor their own progress and what to improve for next clinical attachment.

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Assessment of Learning:
- takes place at the end of T & L to rank students' achievement against standards.

- Summative in nature

- collection of data at a single point in time at the point of the end of task, unit of work

- designed to provide evidence of achievements and evaluation to parents, educators and policymakers.

E.g. Mid-year and End of Year Exams

Assessment for Learning (AfL):
- takes place throughout the learning process

- Formative Assessment (immediate feedback and gives learning directions)

- collection of data is continuous

- serves as a investigative tool to give feedback for teacher to adjust instructional strategy in terms of addressing confustions, preconceptions and gaps and students to focus on how they can bridge the gap

E.g. Feedback given to inform students of the gap and students work towards bridging the gap.

Assessment as Learning:
- Students are able to to learn about themselves as learners and become aware of how they learn -- become metacogntive.

- Through reflection  on a regular basis, through self and peer assessment and often guidance from teachers, students plan their learning process.

- Students take ownership of their learning and they use the information from the assessment to help them monitor their own learning .

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AfL
Teachers uses 'bite-size' tests to informally gauge the students' understanding. eg. True/false qns, traffic lights etc.

AaL
Self/Peer assessment can be used for the students to assess the gap from present state to the ideal state or to improve performance of a skill using eg. a checklist designed by the teacher.

AoL
Usually this is a milestone test eg. end-of-year exams, assignments. Test is usually based on an/a institutional/national/international benchmark.

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Assessment for Learning is to seek and interpret evidence, to decide where learners are in their learning, and how best to get there. Also known as formative assessment.
example: quiz

Assessment OF learning occurs when teachers benchmark evidence of student learning against goals and standards. It is usually formal, frequently used to sum up student achievement at a particular point in time
This is also known as summative assessment.
example: mid term exam

Assessment AS learning is the use of a task to allow students to use assessment to further their own learning.
example: reflection

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Share your views on what you understand as Assessment of Learning vs Assessment for Learning vs Assessment as Learning. If you like, provide an example of each in your own work or teaching.

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1.Assessment of Learning
This is where the purpose of the assessment is rather summative where it serves to provide evidence to student, teachers, parents and others.  Allows some comparison across cohort and for entry or exits

eg.

In school, this would be through the assessments like end of term test, Mid year and end of year exams.

2.Assessment for Learning
This is where the purpose of assessment is rather formative where it serves as a tool to provide insights and information to both the teacher and students on  their conceptions and learning gaps. Allows teachers to help and guide students in their learning.

In school, we are embarking on visible thinking as an AfL strategy. Students show their thought processes through thinking routines. This allows teachers to glimpse into students understanding. Teachers would be able to adjust how they teach and also provide more precise feedback.

3. Assessment as Learning
Some literature takes assessment as Learning to be part of Assessment for learning. The purpose is similarly formative but the focus is on the students. The assessment is designed in such a way that it enables student to advance their learning on their own through metacognition.

Assessment as learning requires students to be motivated in self-assessment. It requires quite significant time in implementation. The closest form i feel in school would probably be the online practices that students do through the Learning Management System (LMS).

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1. Assessment of Learning
It means use of different methods or activties in classroom or outside classroom to assess the learners' learning progress, abilities and if achieving the expected learning outcomes with regards to the specific subject or topics.

2. Assessment for Learning
It  means the need to apply as a key evidence-based metric to measure the success of learning. In this case will mean through high stakes exams or summative assessment that delivers a set of results to examine and analyse learners' performance.

3. Assessment as Learning
It means the use of asessment as the desired pedagogy to examine learners' performance.

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Assessment of Learning

It is usually a pen and paper test. It is a form of summative assessment that is usually done at the end of the curriculum. In my opinion, such assessment is often narrow and might not be able to assess the pupils’ learning reliably. The definition of learning or learnt can be subjective. For some, if the student has learnt a content well, it means he will definitely do well in a summative assessment format. Likewise, if the student has done poorly in a summative assessment, it means he has not learnt the subject content sufficiently. In a 21st century education, does a student doing well in an examination equate to him being an expert in that field? How can we change our mode of assessment to assess everyone fairly and reliably?

Assessment for Learning

It is a form of formative assessment. It usually does not involve pen and paper test. It emphasizes on the process of learning over time. Hence, the assessment is done throughout the curriculum. The assessment is usually not calculated as part of the final results. Such assessment helps teachers adjust their pedagogy and provide the necessary intervention to cater to the students’ needs. It can in the form of writing a weekly reflection and the teacher giving constructive feedback. In primary Science, performance tasks (practical tests) have been preferred over continual assessment 1 in some schools. These performance tasks are science practical in the science laboratory.

Assessment as Learning

It is about empowering students with the metacognition to self-monitor their progress. The student has to be aware of what his goals are and how he should work towards achieving it. Therefore, it requires learners to constantly ask questions about their learning. It also encourages peer assessment, self-assessment and reflection. Assessment as learning enables students to take ownership and responsibility for their own learning.

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Assessment of Learning:
"focuses on how community members participate in a collaborative process of sharing and distributing expertise – without the assumption that all members must (or will) acquire the same knowledge. " Strijbos, J. W. (2011) used as a Summative assessment fro a period of time.

Assessment for learning:
is a formative assessment. Give opportunities to feedback teacher how students' understanding. the assessment is with immediate feedback and continuously conduct.

Assessment as Learning:
is using assessment as a learning activity. Peers are actually learn knowledge during the process of assessment.
Eg. :  peers mark each other's assessment using rubrics. They learn from each other.