Assessment OF/FOR/AS learning by Marianafonseca Marson

Educational assessment

marianafonsecamarson — 2024-07-19 13:02:34 UTC

Described as an "umbrella" by the authors, Educational Assessment is what evolves the central themes of the work, AaL AoL & AfL. It is basically the general term that includes the ideas proposed.

marianafonsecamarson — 2024-07-19 13:04:14 UTC

Assessment can be defined as “a wide range of methods for evaluating student performance and attainment” (Gipps, 2011, p.11).

(Schellekens et al., 2021, p.5)

Reference

marianafonsecamarson — 2024-07-19 13:08:44 UTC

SCHELLEKENS, Lonneke H. et al. A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL). Studies in Educational Evaluation, v. 71, p. 101094, 2021.

marianafonsecamarson — 2024-07-19 13:26:36 UTC

The authors synthesize 9 common themes between Assessment of Learning, Assessment for Learning and Assessment as Learning. The ones that caught our attention more are:

"3.3.1. Students are actively involved

3.3.5. Teachers adapt to students’ needs

3.4.2. Aligned learning environment at the classroom and the program level"

marianafonsecamarson — 2024-07-19 13:37:39 UTC

"3.3.1. Students are actively involved in learning when they have the opportunity to take responsibility for directing their own learning." (Schellekens et al., 2021, p. 5)

To give students the opportunity to participate in their path of education consciously.

"3.3.5. Teachers meet students at their level of knowledge and support students in how to progress based on their current achievement." (Schellekens et al., 2021, p. 6)

Keep a supervision over the results and process of learning of each student and adapt the way of teaching according to it.

"3.4.2. Design and implementation of an aligned learning environment at both the classroom and the programme level, wherein teaching, learning, and assessment form an iterative relationship. " (Schellekens et al., 2021, p. 7)

To combine level, teaching, learning and assessment in a harmonic way, so the classes will be more productive.

marianafonsecamarson — 2024-07-19 13:39:02 UTC

In our vision, these three characteristics are of utmost importance because when students are involved in the process of their own learning, it is more likely for them to be in control and have good results. Also, the support of teachers over the students is vital, since education is a two-sided work. And last, the way of teaching, learning and assessment should be aligned so that the educational environment can be as productive and healthy as possible.

Which concept we agree with the most?

marianafonsecamarson — 2024-07-19 14:00:13 UTC

Assessment as Learning (AaL):

We three agree that the participation of the student in their education is extremely important. We, as students, know that the more you are in control and conscious of how the learning process work, it is easier to manage your tasks and assignments to get to your objective in the end.

Which common characteristic is more surprising and why

marianafonsecamarson — 2024-07-19 14:20:54 UTC

Basically, every common point is interlaced with each other, but the one that is most surprising if we consider the implication in reality is the "Supportive learning environment that engages students". Because we can only idealize this concept in schools, it doesn't really happen in real life.

It is an unfortunate, because providing a safe and inclusive environment for the students to feel more comfortable is amazing, but we know that the realization of that is mostly unreal.

marianafonsecamarson — 2024-07-19 14:49:30 UTC

*Supportive learning environment that engages students "refers to a learning environment wherein students feel safe and are encouraged to engage with the learning process. The focus is on the development of students’ confidence and strengthening their motivation"

(Schellekens et al., 2021, p. 7)

Assessment definition

2024-07-19 19:31:20 UTC

"Assessment has a major impact on students’ learning. Assessment influences what students regard as important; it affects students’ un derstanding of learning tasks and impacts the quality of students’ involvement in these tasks; and it influences the transfer of these insights to future learning (e.g. Boud & Falchikov, 2006; Gibbs & Simpson, 2005; Rust, 2002)." (Schellekens et al., 2021)

2024-07-19 19:41:27 UTC

In 1999, the Assessment Reform Group (ARG), created alternative terms for the formative and summative functions of assessment to communicate more clearly the learning aspects

Assessment of learning

2024-07-19 20:03:21 UTC

Assessment with a summative function became Assessment of Learning (AoL), It's used to judge performance and estimare outcomes after a formal learning activity.

Assessment as Learning

2024-07-19 20:13:52 UTC

In 2003, Earl (2003, 2013) added a third notion, known as

Assessment as Learning (AaL). This theory it's the self involvement of students and self-directed learning as an active distinct function to ammeliorate the learning process.

Assesment for learning

2024-07-19 20:25:12 UTC

Assessment for Learning (AfL), It's a theory that it's based on the assesment to improve learning and employ a teaching process.

2024-07-19 20:31:02 UTC

. In this view, the student is seen as being an active and engaged assessor in order to support the development of metacognitive and self-regulated learning skills

(Schellekens et al., 2021)

Formative assessment and summative assessment

2024-07-19 20:37:27 UTC

According to the text “Since 1990, the terms formative assessment and summative assessment have been widely used. In general, two distinct purposes are assigned to these notions: 1) assessments with a formative function serve the support and improvement of students’ learning, while 2) assessments with a summative function serve the purposes of accountability, ranking, or certifying competence by the judgement of students’ achievement (e.g. Black, Harrison, Lee, Marshall, & Wiliam, 2004).”

Assessment

2024-07-19 20:38:24 UTC

Assessment is an essential part of the learning and teaching cycle, as through assessment teachers can assess student performance and receive feedback on teaching. Assessment, OF/FOR/AS Assessment of learning are approaches that allow teachers to gather evidence and make judgments and results about student performance. These are not necessarily distinct approaches and can be used individually or together, formally or informally. Assessment allows both the instructor and student to monitor progress toward achieving learning objectives and can be approached in a variety of ways.

Formative Assessment

2024-07-19 20:39:25 UTC

Formative assessment refers to assessment tools that are used to identify difficulties presented throughout teaching, that is, the objective is to improve teaching and not apply final grades. Formative assessment can use self-assessment, classroom debates and discussions, or weekly quizzes.

Summative Assessment

2024-07-19 20:40:20 UTC

The summative assessment method aims to finalize and conclude the learning carried out in a given period, such as handouts or units, aiming to evaluate the student's learning success and proficiency. Within this method, exams created by instructors, standardized tests and final projects can be used, always aiming for the student to reach a pre-established grade.