Assessment FOR/AS Learning

 

Assessment FOR/AS Learning

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Tomlinson once stated that assessment is the current method for determining how to alter training in the future (Using assessment to drive instruction, n.d.). Students can use assessment to deepen their comprehension of a subject, acquire crucial skills, and increase their self-awareness. When assessments are planned and carried out in a way that encourages active participation, critical thinking, and self-reflection, they can serve as a primary source of learning. I chose observation as an Assessment FOR learning and self-assessment as an Assessment AS learning after reading the Assessment Toolkit on Page 17 (Earl & Katz, 2006).   Below is their explanation:

 

A.    Observation as Assessment FOR learning

Assessment FOR learning is a way to assess that goes beyond only assessing student learning to assist and enhance it (Earl & Katz, 2006). Observation, which I believe is a useful tool that enables teachers to obtain data about students' learning in real-time and change their instruction accordingly, is one efficient method of assessment FOR learning. By using observation in the classroom, teachers can determine a student's areas of strength and weakness by watching them work on a task or take part in a conversation so that they can give them more practice or support. Instructors can give students quick feedback on their performance, enabling them to modify their strategy and make adjustments at the moment. Teachers can modify their lessons to better match the needs and skills of their students by changing the pace or level of difficulty based on their observations of their students. Also, it encourages students to evaluate their own achievements as well as that of their peers. By doing this, students can strengthen their metacognitive abilities as they discover how to evaluate their own learning processes and come up with solutions. Nonetheless, teachers must promote student engagement, ownership, and success in the classroom by having clear objectives in mind and applying consistent evaluation standards.

 

When to employ Assessment FOR learning through observation

To understand more about student learning and to modify instruction to better suit their needs, I can use observation as a method for Assessment FOR learning in a variety of contexts. In the classroom, I can essentially use observation during individual or small-group work to help teachers identify student learning needs and give them individualized comments and support. Even as the class participates in the conversations, the teacher can watch, assess the student's comprehension of the material, spot any areas of uncertainty, and modify the lesson plan to better meet the requirements of the students. When students participate in the activities, I can watch how they approach problems and assess how well they comprehend scientific ideas. Most importantly, during peer feedback sessions in the classroom, I can watch students' abilities to give constructive criticism and spot places where students could need further assistance. To enhance Assessment FOR learning, observation can be used throughout the school day and in a range of situations. I can develop a more student-centered and productive learning environment by using observation to understand more about students' learning and to modify instruction to better suit my students' needs.

 

Teacher's expectations through the implementation of observation in the class

I have a variety of expectations and goals in terms of what I hope to achieve and learn from the process when I implement observation in my classroom as a form of assessment. Firstly, I expect to identify areas for improvement and refine my teaching strategies by observing classroom interactions, lesson delivery, and student engagement (Education World, n.d.). Secondly, I expect to get appropriate feedback on their performance through the observation made for effective instruction. Moreover, I expect to have a deeper understanding of my teaching and students’ learning so that I can develop new strategies and techniques through reflective practice. On the other hand, I also expect to create a culture of continuous improvement and support ongoing professional development by providing my students with opportunities to learn from each other, share ideas, and collaborate. Finally, I expect to maintain consistency in my teaching and learning across the school or district by ensuring quality control by monitoring adherence to curriculum standards, policies, and procedures. To achieve these expectations, I must use consistent criteria for evaluation, provide students with feedback on their performance, involve students in the assessment process for student success, and improve their school.

 

B.    Self-Assessment as Assessment AS learning

Students who participate actively in assessment-assisted learning use the results of the assessment to enhance their own learning (Earl & Katz, 2006). I think that self-assessment is an effective technique for Assessing AS learning that enables students to actively examine their growth and learning (Self-Assessment, n.d.). Students can create goals for their own learning and monitor their progress toward those goals with the use of self-assessment. They will be able to identify their own areas of strength and weakness for more practice or support as well as provide themselves comments on how they performed so they can get better. As students actively participate in assessing their performance and establishing future goals, it allows them to enhance their metacognitive skills through reflection and identifying solutions for growth. Yet, teachers must offer students clear direction and encouragement as they work to improve their self-assessment skills. You should remember to provide students with the required feedback on their self-assessments, include them in the process of creating objectives and keeping track of progress, and give them checklists or rubrics to use when assessing their own work (Alberta Education, 2003). As a result, it encourages student success, ownership, and participation in the classroom for efficient learning.

 

When to employ Assessment AS learning through self-assessment

I can employ self-assessment in a variety of situations to support Assessment AS learning. I think it can be a helpful tool for project-based learning because it enables students to assess their own development and identify specific areas where they might need more assistance or resources, or it can be used after an assignment or project is finished so that students can evaluate their performance and accurately predict areas for improvement. I can also use it when my students are evaluating their own work and the work of their peers during peer review sessions, or when they are reflecting on their learning and progress and sharing their goals during student-led conferences. Most importantly, I can incorporate it into our daily routine to support those students who need more time to consider their own growth and learning. However, I should keep in mind to give students clear direction and support so they can improve their self-evaluation skills. I should also show them how to use checklists, rubrics, or prompts so they can efficiently assess their own work. Students should also receive the necessary feedback on their self-evaluations at the same time so they can learn to change their strategies and get better. Hence, using self-assessment in the classroom helps to encourage student participation, ownership, and achievement.

 

Teacher's expectations through the implementation of self-assessment by students in the class

I have certain expectations from my students for the effectiveness of the teaching and learning process when I introduce self-assessment by students in the classroom. When doing self-assessments, I expect my students to reflect on their learning to effectively measure their own progress and reflect on their own learning. In addition, I expect my students to make acceptable goals for themselves based on the self-evaluations they completed to develop and set attainable goals for themselves. I anticipate that my students will work independently, responsibly, accurately, and honestly (McMillan and Hearn, 2008). Finally, I expect my students to work hard and dedicate themselves to learning so that they can learn successfully by recognizing areas for improvement. For my students to reach these goals and use self-assessment to improve their learning experience, it is crucial that I give them the right direction and encouragement.

 

In conclusion, self-reflection by students and observation by teachers are both crucial learning techniques. Each strategy has advantages of its own and can be utilized to encourage the growth and development of students. To foster deeper learning and enhance student results, teachers might use observation as well as students' self-reflection. Combining them can result in a more thorough assessment strategy that supports student growth and development. Teachers can give students a more comprehensive view of their learning progress and assist them in acquiring the abilities and knowledge required to succeed by combining the two methods.

References

Alberta Education. (2003). Checklists, Rating Scales and Rubrics (Assessment). https://www.learnalberta.ca/content/mewa/html/assessment/checklists.html#:~:text=Checklists%2C%20rating%20scales%20and%20rubrics%20are%20tools%20that%20state%20specific,specific%20behaviours%2C%20knowledge%20and%20skills.

Earl, L., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning. Manitoba Education, Citizenship and Youth. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

Education World. (n.d.). Teachers Observing Teachers: A Tool for Improving Student Performance. https://www.educationworld.com/a_admin/admin/admin297.shtml

McMillan, J. H., and Hearn, J. (2008). Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement. https://files.eric.ed.gov/fulltext/EJ815370.pdf

Self-Assessment. (n.d.). https://www.queensu.ca/teachingandlearning/modules/assessments/25_s3_03_self_assessment.html

Using assessment to drive instruction. (n.d.). [PowerPoint Slides]. Teacher Education.  University of Virginia.  https://education.fcps.org/bcms/sites/bcms/files/peggy.young/Using%20Assessment%20to%20Drive%20Instruction.pptx