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Assessment in Facilitating Learning

The document discusses different types of assessment including assessment for learning, assessment of learning, and assessment as learning. It provides details on how each type is used to improve the teaching and learning process for students, teachers, and other stakeholders.

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Nhookiey Enrique
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68 views9 pages

Assessment in Facilitating Learning

The document discusses different types of assessment including assessment for learning, assessment of learning, and assessment as learning. It provides details on how each type is used to improve the teaching and learning process for students, teachers, and other stakeholders.

Uploaded by

Nhookiey Enrique
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Jeff Rey P.

Sarinas
EDD Student
Assessment is defined as a proper collection, interpretation and use of
information in regards to learning. It gives the teacher a better awareness about the
knowledge of peoples and their understanding and what are learning experiences are
also about their skills and personal characters and capabilities.
The assessment should be in sync and supportive of learning, it should be and
should be valid in nature, the assessment should be proper and manageable, it should
support the judgment of a teacher and lastly, it should support accountability.
Assessment is integral to the teaching–learning process, facilitating student
learning and improving instruction, and can take a variety of forms. Classroom
assessment is generally divided into three types: assessment for learning,
assessment of learning and assessment as learning.
1. To improve students learning and teachers’ teaching

2. Students and teachers can use the information gained from assessment to determine their
next teaching and learning steps.
3. Parents and families can be kept informed of the nest plans for teaching and learning and the
progress being made so they can play active role in their children’ learning.
4. School leader can use the information for school-wide planning to support their teachers and
determine professional development needs.
5. Communities can use assessment information to assist their governance role and their
decision about staffing and resourcing.
6. The Department of Education can use assessment information to undertake policy review and
development at a national.
1. Reliability
2. Validity
3. Relevance
4. Transferability
1. Assessment for Learning (Formative Assessment)

2. Assessment of Learning (Summative Assessment)

3. Assessment as Learning
Assessment for learning is ongoing assessment that allows teachers to monitor
students on a day-to-day basis and modify their teaching based on what the students need to
be successful. This assessment provides students with the timely, specific feedback that they
need to make adjustments to their learning.
Assessments for learning should always be ongoing and actionable. When you’re creating
assessments, keep these key questions in mind:
▪ What do students still need to know?
▪ What did students take away from the lesson?
▪ Did students find this lesson too easy? Too difficult?
▪ Did my teaching strategies reach students effectively?
▪ What are students most commonly misunderstanding?
▪ What did I most want students to learn from this lesson? Did I succeed?
Assessment of learning is the snapshot in time that lets the teacher, students and their
parents know how well each student has completed the learning tasks and activities. It
provides information about student achievement. While it provides useful reporting
information, it often has little effect on learning.
▪ Assessments of learning are usually grade-based, and can include:
▪ Exams
▪ Portfolios
▪ Final projects
▪ Standardized tests
They often have a concrete grade attached to them that communicates student
achievement to teachers, parents, students, school-level administrators and district leaders.
Assessment as learning develops and supports students' metacognitive skills. This
form of assessment is crucial in helping students become lifelong learners. As students
engage in peer and self-assessment, they learn to make sense of information, relate it to prior
knowledge and use it for new learning. Students develop a sense of ownership and efficacy
when they use teacher, peer and self-assessment feedback to make adjustments,
improvements and changes to what they understand.
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.
They can help engage students in the learning process, too! One study "showed that in
most cases the students pointed out the target knowledge as the reason for a task to be
interesting and engaging, followed by the way the content was dealt with in the classroom."
Some examples of assessment as learning include ipsative assessments, self-
assessments and peer assessments.

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