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The Difference Between Assessment Of Learning And Assessment For Learning
by Terry Heick

What is the difference between assessment of learning and assessment for learning?

It boils down to purpose.

In 50 Ways To Measure Understanding, I talked about the purpose of assessment:

Is the assessment for the teacher or the student? If you're not clear about why you're assessing (and what you're going to do with the data the assessment provides) you're wasting a lot of time, energy, and resources-your own and that of the students.

Think like a doctor: You have to have a plan what you're going to do with what you learn from the assessment (the data) before you give the assessment-ideally, before you even design the assessment to begin with.
The Difference Between Assessment Of Learning And Assessment For Learning
Assessment for learning is commonly referred to as formative assessment-that is, assessment designed to inform instruction. If we can agree that the purpose of assessment is to provide data to revise planned instruction, then the only type of assessment that's not 'assessment for learning' is 'assessment of learning,' commonly referred to as summative assessment.

Assessment is generally broken down into three categories: assessment before instruction (pre-assessment), assessment during instruction (formative assessment), and assessment after instruction (summative assessment). To further complicate matters, it could be argued that pre-assessment is both assessment of and for learning-that is, it assesses 'prior knowledge' (as a pre-assessment) and that data is then used to revise planned instruction (making it formative assessment).

In truth, most of this is semantics and a bit confusing. There are many ways to measure understanding and the primary distinction in most K-12 classrooms for most assessments is function: What is the assessment supposed to do? If you're using the 'test' so that you can see what students do and don't know so that you can more accurately plan future learning lessons and activities, then it's assessment for learning (even if you're obviously doing so by performing an assessment of learning).

If instead, the assessment is merely a kind of benchmark to see 'how well they can do' and you're moving on, then it's primarily an assessment of learning. There is significant overlap between the two; in fact, the same test given in one circumstance would be considered an assessment of learning while in another circumstance be considered an assessment for learning.

In short then, the difference between assessment of learning and assessment for learning is a matter of function and purpose-a matter of 'who': assessment of learning is a way to see what the students can do while assessment for learning is a way to see what the teachers should do in response.

You can check out more of TeachThought's assessment resources for teachers or contact us for assessment professional development, and let us know in the comments if there is a distinction or example you think other teachers could benefit from.
The Difference Between Assessment Of Learning And Assessment For Learning

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The Difference Between Assessment Of Learning And Assessment For Learning -

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Read 10 Ways Traditional Classrooms Punish Mistakes In Learning What's The Best Teaching Advice You've Ever Gotten? I And You And Us: 30 Inspiring Messages For Students The Difference Between Assessment Of Learning And Assessment For Learning by Terry Heick What is the difference between assessment of learning and assessment for learning?

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So, what is AfL and why is it important? Can it improve students' results? What does it involve?
What is AfL?
To understand what AfL is, it is useful to start with what it is not. Traditional approaches to assessment are generally based on assessment of learning. Assessment of learning is generally carried out by the teacher to collect information about attainment. It is usually done at the end of a course or school year and takes the form of an exam or test which is used to assign grades and report achievement or failure.

Assessment for learning, on the other hand, occurs at all stages of the learning process. Students are encouraged to take an active role, become self-regulated learners and leave school able and confident to continue learning throughout their lives. Assessment for learning is also referred to as formative assessment, i.e. the process of collecting and interpreting evidence for use by teachers and learners to decide where they are in their learning, where they need to go, and how best to get there (Assessment Reform Group, 2002). It is a process by which assessment information is used by teachers to adjust their teaching strategies and by students to adjust their learning strategies. AfL encourages learning and promotes motivation by emphasising progress and achievement rather than failure.
Where did AfL come from and why is it important?
AfL originates in the research of UK professors, Paul Black and Dylan Wiliam. Black and Wiliam recognised that what teachers and learners do in the classroom is complicated and little is understood about what happens. They likened the classroom to a black box (an object which can be viewed in terms of its inputs and outputs without any knowledge of its internal workings) and set out to investigate what was happening inside. What they discovered was that students who learn in a formative way achieve much more and obtain better results than other students. In 1998, they published their findings in an important booklet for practitioners Inside The Black Box: Raising Standards Through Classroom Assessment and in it they showed that:

formative assessment is at the heart of effective teaching

formative assessment has a strong positive effect on achievement

improving formative assessment raises standards.

As a result of these and other research findings, AfL is now established as one of the most powerful ways of improving learning and raising standards and current research is adding further evidence in support of this claim.
What are the key principles of AfL?
The key underlying principles of AfL which are used to guide classroom practice are as follows:
Communicate confidence that every learner can improve
Above all, AfL must be underpinned by the utmost confidence that every student can improve. We can help learners believe they can improve by giving specific feedback on what they need to do to and how they can do it.
Empower learners to take an active part in their own learning
The AfL process can unlock the approaches used by students and help them to become more aware of what they are learning and how they are learning it. This empowers students to take control of their own learning by developing their skills of self-regulation. As they begin to assess their own work and set goals, they also become more independent.
Develop learners' confidence in peer and self-assessment
These are skills that learners need time and practice in. The more they do it, the more confident and accurate they will be in their assessment.
What does this mean for teaching and learning?
As teachers we can:
Collect information about individual learners to better understand their needs
We can do this in a variety of ways such as finding out what they already know, noticing who answers questions, circulating and observing learners during activities, taking feedback on how interesting or difficult they found the topic or tasks, etc.
Adjust our teaching in response to our observations or assessment results
A central part of teaching and learning is reflecting on how successful the lesson and learning was and judging whether the topic needs to be reviewed, or re-taught using a different approach or activity. As teachers we are constantly making judgements and decisions in response to our learners' needs.
Share learning objectives with learners
Learners need to know the lesson objectives. We can write these on the board at the start of a lesson and check our learners understand them. We can then create links between these and previous objectives and refer to them during the lesson and again at the end. We can also discuss with learners why they are studying what they are studying.
Share success criteria with learners
Learners need to know what is 'good' work and how to achieve it. Sharing or negotiating the criteria with learners helps them know what they need to do and gives them confidence in their work.
Use questioning
Questioning helps us identify and correct misunderstandings and gaps in knowledge. It gives us information about what learners know, understand and can do. We use this information to plan lessons and activities that move students from where they are to where they need to go.
Give specific and useful feedback
Learners need specific feedback in the form of comments rather than grades if they are to improve. Feedback should inform learners about gaps in their knowledge, understanding or skills, and how to close those gaps.
Introduce peer feedback
Students learn how to give each other advice about their work using success criteria. They can discuss what has been done well, what still needs to be done, and give advice on how to achieve that improvement.
Introduce self-assessment
Learner self-assessment encourages learners to take responsibility for their own learning. Learners use success criteria to identify what they have done well and what they need to focus on next. They can then set personal goals.
If you would like to try some AfL activities with your learners, you can find suggestions on collecting information, strategic use of questioning, giving feedback, and introducing peer and self-assessment Further reading here.
Black, P and Wiliam, D (2006) Inside The Black Box: Raising Standards Through Classroom Assessment, Granada Learning

Hargreaves, E. (2005) Assessment for learning? Thinking outside the (black) box, Cambridge Journal of Education, vol 35, issue 2.

Assessment Reform Group (2002), Research-based principles to guide classroom practice, available at:
www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf

National Council for Curriculum and Assessment website:
https://www.ncca.ie/en

Dylan Wiliam & The 5 Formative Assessment Strategies to Improve Student Learning:
www.nwea.org/blog/2012/dylan-wiliam-the-5-formative-assessment-strategies-to-improve-student-learning/#sthash.KRTC7rMK.dpuf

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So, what is AfL and why is it important? Can it improve students' results? What does it involve?What is AfL?To understand what AfL is, it is useful to start with what it is not. Traditional approaches to assessment are generally based on assessment of learning.

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10 Crucial Difference between Formative and Summative Assessment

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10 Crucial Difference between Formative and Summative Assessment

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What is the difference between formative and summative assessment?

Education institutions normally analyse the performance of their students through assessment. This help in the planning of study materials and know the progress of the students.

The main difference between formative and summative assessment is that Formative Assessment refers to a variety of assessment procedures that provides the required information, to adjust teaching, during the learning process whereas Summative Assessment is defined as a standard for evaluating learning of students.

Assessment can be formative or summative. The article provides the difference between formative and summative assessment in a tabular form.

What Is Formative Assessment?

Formative assessment is normally carried out during the learning process. The method is usually carried out by the teacher.

The main aim of formative assessment is to ensure the student has a complete understanding and competency. It is a continuous process to observe the performance of the student.

What Is Summative Assessment?

Summative assessment is undertaken at the end of the course or unit. It tends to major mostly on the result of the student.

The main aim of summative assessment is to ensure the student has a comprehensive knowledge of the study material.

Summative assessment is based on the scores, grades and percentage scores. This help to highlight the quality of the curriculum being used.

Comparison Chart: Formative Vs Summative Assessment

Main Difference between Formative and Summative Assessment

1. The weight grades of formative assessment are low while those of summative are high

2. The goal of formative assessment is to monitor student learning process whereas summative is to evaluate student learning

3. The core aim of formative assessment is to enhance learning while summative assessment to measure student competency

4. The nature of formative assessment is diagnostic while that of summative assessment is evaluative

5. The frequency of formative assessment is either monthly or quarterly whereas summative is at the end of the term

6. Formative assessment is for learning while summative is of learning

7. The scope of work in formative assessment is little while summative assessment is quite wide and large.

Comparison Video

Summary

Education is a slow learning process and it giving students grade is another thing. Many teachers use summative assessment as midterms or end of the year. The lesson provides the difference between formative and summative assessment to make the work of the teachers' easier. Good luck.
More Sources and References

https://www.bookwidgets.com/blog/2017/04/the-differences-between-formative-and-summative-assessment-infographic

https://www.aeseducation.com/blog/formative-vs.-summative-assessments-what-do-they-mean

https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

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10 Crucial Difference between Formative and Summative Assessment - Core Differences

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What is the difference between formative and summative assessment? Education institutions normally analyse the performance of their students through assessment. This help in the planning of study materials and know the progress of the students.

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https://www.mentimeter.com/solutions/education

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Login or sign up for free on Socrative - your assessment partner for real-time assessments and instant insights.

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Teachers need to know how well students are assimilating lessons so as not to leave anyone behind. You also have to assess each student at the end of the quarter, term, and semester and bestow a final grade that reflects both their understanding and their level of effort.

Online assessment tools for teachers are a necessary part of the remote learning picture. From one day to the next you need to know what your students understand. If you have a handle on their learning gaps then you can adjust your lessons to target them.

Grades matter, but so does understanding and being able to build on lessons to-date.

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Assessment for learning in practice

AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them.
We are going to look at five approaches or strategies that you can use in a lesson or programme of study.

1. Questioning
Questions are a quick and important way of finding out what your learner understands about a subject. You can use this information to plan their teaching.

There are two main types of question: closed and open.

A closed question requires a short answer, such as remembering a fact. The answer is usually right or wrong.
For example, a Geography teacher might ask: 'What is the capital of Peru?'

On average, teachers only wait 0.9 seconds after asking a question before taking an answer from a learner. Mary Rowe suggests that increasing 'wait time' to three seconds improves the quality of answers.

One way to help increase 'wait time', and to ensure the whole class is actively engaged, is to ask your learners to write down the answer to a closed question on a piece of paper, mini whiteboard or tablet, and hold it up. This immediately gives you feedback about who understands, who does not, and therefore what the next steps in the learning might be.

A good strategy to use if a learner gets the answer wrong is to make this into a positive event. You could say: 'I'm glad you said that, as I'm sure lots of other students have the same misunderstanding.'

In an AFL classroom, finding out what learners do not know is as valuable as finding out what they do know. This knowledge will help you to see what material your learners need to spend extra time on to make sure that they all understand.

Open questions need longer answers, and often require the learner to provide an opinion.
E.g. A Physics teacher might ask: 'What will happen to the flow of water through a hose pipe if a smaller nozzle is fitted to it? Explain how this relates to the study of voltage, current and resistance in a simple electric circuit.'

Open questions like this allow all learners to try to answer the question and be part of a discussion. You can then facilitate this discussion, asking questions to develop the discussion such as 'Tell me more about that' and 'Why do you think that?'

'Dialogic teaching' is a term that describes on-going talk between teachers and learners, which leads to effective learning. If you discuss ideas with your learners, you can get a clearer view of what understanding your learners have about a topic, and put right any misunderstandings.

Reflection
Watch the video of a teacher talking about how he uses questioning. Do you use any of these techniques in your own classroom?
Transcript
Want to know more?
This video shows good use of closed questioning. How would you adapt this for your own classroom?

2. Feedback
Feedback is the process in which learners come together with their teachers to discuss where they are in their learning, where they want to be in their learning, and how they are going to get there. It usually involves looking at a particular piece of work done by the learner. Feedback can be described as the 'bridge' between teaching and learning.

The aims and objectives of any assignment must be clearly understood by both the teacher and the learner. You can help by providing 'success criteria' before your learners start work.

Feedback might involve marking. However, a learner may only remember the mark/grade and not act on any comments to improve their work. In an AFL classroom, a teacher will give 'comment only' feedback on their learners' work. If you do want to add a grade, give this later on, so that the learners read the comments before they receive the grade. Effective feedback depends on task-focused comments, rather than ego-focused comments.

Here is an example of ego-focused feedback: 'Great work Melanie, the best in the class.' This kind of feedback can make strong learners complacent, thinking that they do not have anything to do to improve. They might also be scared of trying something they find difficult in case they lose their high place. Weak learners can feel as if there is nothing they can do to get better.

You should aim to provide feedback to each learner that praises task-focused aspects of their work, but also contains targets about how to improve their learning.
E.g. 'Ali, you have written a good introduction to your story. Now, can you think how you can make the description of the main character more striking?'

Reflection
Think about a time when you gave feedback to a learner that could be described as more ego-specific than task specific. What might you have done differently?

Want to know more?
In this video, Dylan Wiliam explains why task-focused feedback is more effective than ego-focused feedback.

There are some good examples of how to give effective feedback in different subject areas on http://www.teachthought.com.

In this handout, by the RAPPS project, you will find lots of suggestions for different ways of giving classroom feedback.

3. Peer assessment or peer feedback
Peer feedback, or peer assessment, is the process by which learners assess each other's work and give each other feedback. This feedback is based on an understanding of what makes a successful piece of work. The teacher is vital to this process, as teachers know their learners and can help them to develop their critical and reflective thinking skills.

Giving learners independence is a great way for them to take responsibility for their own learning. Peer feedback also helps learners to develop their social skills and to use higher-level skills such as thinking critically and analytically.

A successful peer feedback session requires learners to 'think like a teacher' for each other. Each learner will apply the success criteria to another learner's work, and make value judgements based on these. The learner then has to give their partner ideas for how to improve the work. In doing this, they will both be increasing their own understanding of what makes a successful piece of work.

At primary school level, the theory behind AFL is the same, but the tasks might be different, to reflect the different stages of the pupils' cognitive development. For example, learners could use pictures to describe positive and negative aspects of the work.

Reflection
Watch the video of learners taking part in a peer feedback session. Notice how independently they are working. Would this be effective for your learner?
Transcript
Want to know more?
In this video, learners explain what they like about peer feedback.
Transcript
4. Self-assessment
'Students need to learn for themselves how they move up to the next level ... they need to internalise the process. Learning cannot be done for them by the teachers.' (Mary James, 1998)

In self-assessment a learner evaluates their own work, and thinks about their own learning. This helps them to make sense of what the teacher says, relate it to previous learning and use this for new learning. Ultimately, self-assessment enables learners to set their own learning goals and be responsible for their own learning. However, be aware that learners cannot become reflective learners overnight. It takes time and practice to develop these skills, and the role of the teacher is crucial in encouraging this.

"Students need to learn for themselves how they move up to the next level."

Introducing learners to self-assessment
When you introduce self-assessment to your learners, carefully guide the process. To start with, give learners a list of questions to ask themselves, and write down the answers. Starting a 'learning log' or 'reflective journal' is good practice. This is a notebook in which the learner documents their recent experiences, asking themselves questions such as:
'What made sense and what didn't?'
'How does this subject fit in with what I already know?'
'What did I do well and what could I have improved?'

Ideally, you will talk to each of your learners individually to guide their thinking until they feel comfortable with the process. Self-assessment is an activity which requires one-to-one tutorials to be fully successful. In these short sessions, you can ask questions to help your learners to reflect on their studies.

Having thought about how their work could be improved, your learners can then set themselves targets to make their work better. These targets can cover any aspect of learning, from time management to asking more questions in class if they do not understand something.

5. The formative use of school tests and exams
This 'Getting started' guide has focused mainly on formative assessment strategies and checking learning in the classroom. However, learners often have to take summative school tests such as end-of-year exams or final exams.

Return marked test or exam papers to learners, so that they can spend time understanding where they earned most marks and where they had misunderstandings.

After the exam or test, find out which questions were answered less well by most learners. This will give you important information about what subjects, ideas and skills your learners need to work on. You can then focus on explaining the areas of the syllabus that gave problems to most learners. Your learners could also re-work exam questions in class in pairs or groups as a peer-learning activity.

www.headguruteacher.com explains in more depth how internal school tests and exams can be used to maximise learning.

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Getting started with Assessment for Learning

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AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them. We are going to look at five approaches or strategies that you can use in a lesson or programme of study. 1.

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Teaching English without teaching english.

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Teaching English without teaching english.

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Teaching English without Teaching English | Roberto Guzman | TEDxUPRM

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About Assessment - Reshan Richards at TEDxNYED