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AFL has been closely associated with formative assessment because practices such as questioning and providing feedback help ‘form’ or ‘shape’ student learning.

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Assessment of Learning

In my classroom, I evaluate students' knowledge, skills, and understanding at the end of a unit or course to determine their overall achievement, called summative assessment.

The purpose of assessment of learning is to provide a final grade or evaluation of student performance that reflects their overall mastery of the subject matter. Examples of assessment of learning include final exams, standardized tests, and end-of-unit projects.

Assessment of learning is often used to make important decisions, such as determining whether a student has met the requirements for the criterion or whether they are prepared for the next level of education. In addition, assessment of learning can be used to evaluate the effectiveness of a teaching program or curriculum. Effective learning assessment should be aligned with learning objectives and standards, provide accurate and reliable data, and be fair and unbiased. As an educator, I  use the assessment of learning data to make informed decisions about curriculum, instruction, and student support. Students can also use assessment of learning feedback to identify areas for improvement and set goals for future learning.

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Types of Assessments of Learning and How it can be used in the Classroom

Multiple-choice tests:

These tests are a common form of assessment that involves selecting the correct answer from a list of options. Multiple-choice tests assess a wide range of knowledge and skills and can be administered quickly and efficiently. However, they can be limited in their ability to measure higher-order thinking skills such as analysis and synthesis.

Essays and open-ended questions:

These assessments require students to write responses demonstrating their understanding of a topic or issue. Essays and open-ended questions can assess higher-order thinking skills and provide more detailed information about students' thought processes. However, they can be time-consuming to grade and may be subject to bias in grading.

Projects and presentations: These assessments require students to demonstrate their knowledge and skills by completing a task or presenting information to an audience. Projects and presentations can assess a wide range of knowledge and skills and can be engaging for students. However, they can be time-consuming to plan and evaluate and may require additional resources.

Portfolios: Portfolios are a collection of student work demonstrating their learning over time. Portfolios can assess a wide range of knowledge and skills and provide a comprehensive view of student learning. However, they can be time-consuming to create and evaluate and may require additional resources for storage and organization.

Various assessment approaches are used in my classroom to provide a more comprehensive view of student learning. For example, a teacher might use multiple-choice tests to assess foundational knowledge, essays, open-ended questions to assess higher-order thinking skills, and projects or portfolios to assess the application and synthesis of knowledge. It is important to align assessments with learning objectives and standards and to use assessment data to guide instruction and support student learning.

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Source:

Toe, D, Lang, J, Paatsch, L, Yim, B, Jobling, W, Doig, B and Aranda, G. 2016. Assessment of student development and Learning in International Baccalaureate Primary Years Programme Schools

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Assessment as learning actively involves students in the learning process. It teaches critical thinking skills, problem-solving and encourages students to set achievable goals for themselves and objectively measure their progress.

encourages students to take responsibility for their own learning

requires students to ask questions about their learning

involves teachers and students creating learning goals to encourage growth and development

provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning

encourages peer assessment, self-assessment and reflection.

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Peer assessment or peer review provides a structured learning process for students to critique and provide feedback to each other on their work.

Empower students to take responsibility for and manage their own learning.

Enable students to learn to assess and give others constructive feedback to develop lifelong assessment skills.

Enhance students' learning through knowledge diffusion and exchange of ideas.

Motivate students to engage with course material more deeply.

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Compares previous results with a second try, motivating students to set goals and improve their skills.

Portfolios

A two-stage testing process

Project-based learning activities

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Diagnostic assessments can also help benchmark student progress. You can give the same assessment at the end of the unit so students can see how far they’ve come.

Short quizzes

Journal entries

Student interviews

Student reflections

Classroom discussions

Graphic organizers (e.g., mind maps, flow charts, KWL charts)

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 Assessments for learning assess a student’s comprehension and understanding of a skill or lesson during the learning and teaching process.

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 Assessments for learning assess a student’s comprehension and understanding of a skill or lesson during the learning and teaching process.

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Frequent progress monitoring is an example of assessments for learning, where a student’s academic performance is regularly assessed between benchmarks to determine if the current instruction and intervention is positively impacting student achievement or if adjustments need to be implemented.

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https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches
https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment#:~:text=Peer%20assessment%20or%20peer%20review,each%20other%20on%20their%20work.

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There are five main processes that take place in assessment for learning:
(i) Questioning enables a student, with the help of their teacher, to find out what level they are at.

(ii) The teacher provides feedback to each student about how to improve their learning.

(iii) Students understand what successful work looks like for each task they are doing.

(iv) Students become more independent in their learning, taking part in peer assessment and self-assessment.

(v) Summative assessments (e.g. the student’s exam or portfolio submission) are also used formatively to help them improve.

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https://www.pearsonassessments.com/professional-assessments/blog-webinars/blog/2017/12/assessment-for-learning-vs--assessment-of-learning.html

https://cambridge-community.org.uk/professional-development/gswafl/index.html

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Assessment FOR Learning vs. Assessment OF Learning | Pearson

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Learn the difference between assessments FOR learning & assessments OF learning. Both forms of assessments serve a distinct and powerful purpose!