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Assessment for, as, of learning. (2018, April 3). Saskatchewan Reads. https://saskatchewanreads.wordpress.com/assessment-for-as-of-learning/

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Assessment for Learning Ep2: Assessment of Learning vs. Assessment for Learning

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Assessment For Learning vs. Assessment Of Learning

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are three interrelated purposes of assessment. Each type of assessment, systematically implemented, contributes to an overall picture of an individual student’s achievement.
Assessment for learning (formative assessment)
involves the use of information about student progress to support and improve student learning, inform instructional practices.

is teacher-driven for student, teacher, and parent use;

occurs throughout the teaching and learning process, using a variety of tools; and

engages teachers in providing differentiated instruction, feedback to students to enhance their learning, and information to parents in support of learning.

Assessment as learning (formative assessment) actively involves student reflection on learning, monitoring of his/her own progress, and:

supports students in critically analyzing learning related to curricular outcomes;

is student-driven with teacher guidance; and

occurs throughout the learning process.

Assessment of learning (summative assessment)
involves teachers’ use of evidence of student learning to make judgements about student achievement and:

provides opportunity to report evidence of achievement related to curricular outcomes.

occurs at the end of a learning cycle using a variety of tools.

provides the foundation for discussions on placement or promotion. Evaluation compares assessment information against criteria based on curriculum outcomes for the purpose of communicating to students, teachers, parents/caregivers, and others about student progress; and to make informed decisions about the teaching and learning process.

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Assessment For, As, Of Learning ( Bushra)

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Assessment For, As, Of Learning ( Bushra)

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To engage students in formative assessments and make summative assessments more efficient:

Explain the rationale behind formative assessment clearly – make it clear to students that through engaging with formative tasks they get to gain experience with their assessments, risk-free, and can develop far stronger skills in order to obtain better grades in the summative assessments.

Create a link between summative and formative assessment – design formative assessments in such a way that they contribute to the summative task. This lowers the workload on the students and provides them with necessary feedback to improve their final performance. An example of such assessment is producing an essay plan, a structure of a literature review, part of the essay or bibliography.

Lower the number of summative assessments and increase the number of formative assessments – yet do not allow one single summative assessment to carry too much weight in the final grade.

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1. formative assessment is assessment for learning.
- It helps students identify their strengths and weaknesses. _ It enables students to improve their self-regulatory skills so that they manage their education
- It monitors  student learning and provides ongoing feedback to staff and students.  in a less haphazard fashion than is commonly found.
- It  provides information to the faculty about the areas students are struggling with so that sufficient support can be put in place.

- It can be tutor led, peer or self-assessment.
- Formative assessments have low stakes and usually carry no grade.
-Formative assessments, provide a highly effective and risk-free environment in which students can learn and experiment.
-They also provide a useful lead-in to summative assessments, so long as feedback is provided.
2. summative assessment  evaluates student learning at the end of an instructional unit by comparing it against some standard or benchmark.
-Summative assessments often have high stakes and are treated by the students as the priority over formative assessments.
- feedback from summative assessments can be used formatively by both students and faculty to guide their efforts and activities in subsequent courses.

- An over-reliance on summative assessment at the conclusion of an element of study gives students a grade, but provides very little feedback that will help them develop and improve before they reach the end of the end of the Term.

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Diagnostic Assessment: Examples & Overview

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Instructor surveys students prior experiences with group work and their attitudes towards group work, or conducts early term self-assessment

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Instructor may survey students in order to reveal assumptions that they may bring to controversial questions

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Instructor/Teacher uses a set of conceptual questions to assess students understanding of fundamental concepts at the start of the course

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Psychology

Instructor surveys students’ assumptions about the concepts that will be taught in the course (e.g. the nature of mind or behavior)

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https://www.queensu.ca/teachingandlearning/modules/assessments/10_s2_02_diagnostic_assessment.html

https://www.edweek.org/teaching-learning/what-is-performance-assessment/2019/02

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Diagnostic Assessment

Another type of assessment, which is given at the beginning of the course or the beginning of the unit/topic, is known as diagnostic assessment. This assessment is used to collect data on what students already know about the topic. Diagnostic assessments are sets of written questions (multiple choice or short answer) that assess a learner's current knowledge base or current views on a topic/issue to be studied in the course. The goal is to get a snapshot of where students currently stand - intellectually, emotionally or ideologically - allowing the instructor to make sound instructional choices as to how to teach the new course content and what teaching approach to use.

They are often used pre- and post-instruction, where students are given identical pre- and post-tests before and after the course. This method allows instructors and students to chart their learning progress by comparing pre- and post-tests results. Some disciplines, such as physics, have developed a set of diagnostic tests such as Force Concept Inventory opens in new window that can be used by instructors.

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Another type of assessment, which is given at the beginning of the course or the beginning of the unit/topic, is known as diagnostic assessment. This assessment is used to collect data on what students already know about the topic.

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Diagnostic assessments are sets of written questions (multiple choice or short answer) that assess a learner’s current knowledge base or current views on a topic/issue to be studied in the course. The goal is to get a snapshot of where students currently stand - intellectually, emotionally or ideologically - allowing the instructor to make sound instructional choices as to how to teach the new course content and what teaching approach to use.
In short, a Diagnostic assessment is a form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction

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Reports, for example, doing a small research and writing a report about it.
experiments such as analyzing some blood work in the lab.
performances as a debate in the classroom where the students can argue about a topic or simply student make a video or a podcast.

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Performance tasks for students to be taught:
-Teach the students the required knowledge for the Project, report...
-Create and distribute the rubric (criteria of evaluation)
-Provide flexibility and freedom around the task to promote creativity among the students.

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This assessment measures how well students apply their knowledge, skills, and abilities to authentic problems. The key feature is that it requires the student to produce something, which is scored against specific criteria.