Content:

 Introduction (1)

 Assessment Literacy/Background Story (2)

 Methodology (3 – 4)

 Results (5)

 Conclusion (6)

 Limitations & Scope (7)

 Acknowledgements (8)

 Figures & Tables ( 9-11)

 Referrences ( 12 )
 Assessment for, as and of learning
By Ms Kashfia Latafat

Introduction: Assessment is really at the heart of teaching and learning where teacher assess
their learners’ performance and take feedback to improve their teaching and learning. There are
mainly two types of assessments which are formative and summative assessments. Summative
assessment or assessment of learning tells that how learners learn by the end of topic. Formative
assessment or assessment for learning plays a pivotal role in learning cycle. It’s an ongoing
learning process which informs about the understanding of learners during the learning process.
The purpose of formative assessment is to assess the learning of learners, it works with any
activity for creating motivation, provide learning opportunities and to give feedback to both
learners and teachers. Feedback helps teachers to reflect and improves their future practices, in
fact assessment without feedback is nothing (Hattie, 2013). In the beginning of the lesson sharing
of objectives and success criteria is assessment for learning strategy which should be embedded
in lesson plan which make learners responsible for their learning. It can be facilitated by peer and
self-assessment and by giving corrective feedback on their responses. AFL strategies can also be
used in the end of a lesson to evaluate whether the learning objectives are achieved. I believe that
formative assessments greatly improve the achievement of learners and helps identify the areas
where the teachers and learners need improvement. (Dylan, 2011).

Assessment for, assessment as and assessment of learning are approaches that enable
teachers to gather evidence and make judgments about student achievement. These are not
necessarily discrete approaches and may be used individually or together and formally or
informal. Hence my question is how effectively teachers are using assessment in their classrooms
and how they handle the collected data so it will bring change in the process of teaching and
learning. (Edu.gov.on.ca, 2018).The purposes of assessment for, as and of learning are shown
clearly in table 3.
 Assessment Literacy

Term such as diagnostic, formative, and summative ……have recently been supplemented with
the phrases assessment for learning, assessment as learning and assessment of learning
“What matters is how the information is used”
Background Story: The word ‘assessment’ often leads to confusion, because it is usually used
to refer to summative testing. AFL mainly focuses on the use of informal formative
assessment to improve learning. Sometimes teachers are judged solely on their ability to get
good results in high-stakes summative assessments. Teachers may feel that they do not have time
to do activities that do not seem directly linked to final examination grades. However, using
feedback to modify instruction and help learners to better understand assessment objectives will
improve exam results. In classrooms teachers are using assessment for learning strategies but
unaware of their effective use and how to utilize that collected information in order to improve
learners learning and their own teaching. In this situation both learners and teachers required
further training to improve their learning, for this very reason we decided to support teachers for
further improvement

Lots of reference study, observation and testing was done in order to further strengthen the
assessment policy in school. Establishing AFL into a school or classroom takes time. It
sometimes requires additional professional training, and it changes to the ways that teachers
interact with their learners. Lead teachers and facilitators were supporting teachers to develop
their lesson plans focused on the given guidelines and observations were conducted to check
their performance against the given criteria. Peer observation was also used to share good
practices and understandings and to have critical feedback. Learners were also introduced with
those strategies and approaches to make them understand the specific assessment criteria, its
application and their own performance in relation to this.

The primary purpose of assessment is to improve students’ learning and teachers’ teaching as
both respond to the information it provides. Assessment for learning is an ongoing process that
arises out of the interaction between teaching and learning. What makes assessment for learning
effective is how well the information is used.
 Methodology
Research Design: In this research I used the case study approach in which I chosen small
groups of grade V and VI and two math teachers .This approach is most suitable in context of my
learning environment.The research objectives and strategies were shared with teachers and took
their consent for being part of this research program.

Study duration and sample size: Duration of this research program was of six weeks. My
sample group is comprise of 60 students and two math teachers. I selected two classes V E and
VI L from each grade level.

Sampling Technique: I selected two math teachers which were newly joined the school and
have some knowledge about assessment for learning strategies, but they are not aware how to use
those effectively in their classrooms and what its impact on learners learning. Both of them eager
to be a part of this research program and willing to be observe and interviewed, their respective
classes were selected as sample groups.

Initial Interview: I conducted an initial interview session to get an idea about their current
understanding of assessment for learning. It’s a basic instrument of data collection for this
research work.

Instruments for data collection: Teacher’s observation rubric and monitoring sheet was
used for collection of data about their progress. These documents are in use by lead teachers,
academic coordinators and headmistress for formal observations in classrooms.

Data collection technique: We used teacher’s observation rubric and monitoring sheet for
observations these documents were also shared with teachers. Learner’s work was also analyzed
by the math daily rubrics (shown in table 1). Learners assessed themselves in the beginning of
unit, they referred back to it in the end of the unit to assess their performance.
The data which was collected by initial interviews were used to identify the areas where the
teachers need coaching. As our school is having continuing professional development sessions,
we used this forum for providing support to teachers. Some reference material and strategies
were also shared with teachers before conducting their formal observations.
Observation Process: The purpose of this procedure was to monitor teachers, and provide
feedback and support for improved teaching and learning.Observtion process was based on three
levels which were:
 Pre -observation: I had detailed discussion for the lesson plans and tools for assessments
to be used for lesson with both the teachers.
 Observation: During pre observation venue ,date and block of observation was decided
by the consent of teachers.
 Post – observation: After the observations I discuss the findings and gave detalied
feedback to teachers in a confidential way.

Data Analysis: Qualitative method was used for data analysis.All responses from teachers
during pre and post observations were transcribed.All the findings collected during observation
process were recorded and in depth analysis was conducted on their performance.Learners work
samples were also analyzied with the help of the rubric which identified whether learning
improved or not.
 Results
The data collected during research showed clear change in teachers teaching and learning.It also
visible in their lessons which were based on the learners prior knowledge and learners learning
was assessed by using afl tools for e.g teacher used wait time strategy for taking answers ,
thumbs up and traffic lights were also used effectively during the lesson .One of the teacher used
Example , non example model as pre- assessment activity for recalling learners prior knowledge
in the begning of the lesson all these evidences shows clear progression in their teaching as well
as in learners learning.Learners reflections showed that they become more confident while doing
their work because they were aware what they have to do and how.During observations I
observed that usage of wait time strategy made the learners able to think and reflect on the
question which is the clear evidence that they are moving to become self-regulated learners –
learning how to know.As a result of this research I came to a table which clearly indcates the
clssroom practices and assessment as asupport for learning (shown in table 4) ,indeed a great
source for developing assessment practices in classrooms.
 Conclusion
In this research , I learned that the regular use of minute – by – minute and day - by – day
classroom formative assessment can substantially improve learners achievement.That is why
assessment is , indeed , the bridge between teaching and learning

I would like to conclude on following findings which are:

 The primary purpose of assessment is to improve students’ learning and teachers’
teaching as both respond to the information it provides.
 Assessment for learning and as learning are ongoing processes that arises out of the
interaction between teaching and learning.
 What makes assessment for learning effective is how well the information is used.
 School leaders can use the information to support their teachers and determine
professional development needs.
 Learners and teachers can use the information gained from assessment to determine
the next teaching and learning steps.
 Limitations & Scope

Limitations that I faced were mostly of the time available with me to conduct interview and
gather data for research as I also teach classes, and fulfill my role as a subject lead teacher along
with my research. Another limiting factor was the lack of knowledge of the importance of
research in the context of education; therefore, I had to spend time in explaining the relevance of
my intended research to the teachers. My research can be used in my own section to implement
assessment for learning strategies and AFL tools across section. It can also be used in other
sections as our context is same. I believe and hope that my research can benefit other school
teachers also who are willing to implement assessment for learning strategies in their system and
are finding ways to implement it successfully.
 Acknowledgements:

I would like to acknowledge Ms Zill-e-Huma Asif (Headmistress Junior Section , Generation’s

School ) for supporting me to conduct this research in the section.Along with her I would also
like to acknowledge my team members Ms Ruba Khalid and Ms Fiza Shafqat for allowing me
to observe their classes and my lovely students for showing their interest for learning new
things.
Jazak Allah everyone for your imense support , you all made it possible for me to complete this
research paper.
 Figures and Tables

Table 1: Daily Math rubric used by the learners.

DAILY MATH WORK RUBRIC

For Class V/VI
Level 1 Level 2 Level 3 Level4
Understanding of Student demonstrates Student demonstrates Student demonstrates Student demonstrates
a limited a satisfactory a complete thorough
Math Concepts understanding of understanding of understanding of understanding of
math concepts in taught concepts in math concepts in math concepts in
daily work. daily work. daily work. daily work
Application of Skills Student rarely applies Student applies skills Student applies skills Student consistently
skills taught in daily taught in daily work taught in daily work applies skills taught
Taught work without teacher with several errors with few errors and in daily work with
assistance. and omissions omission. almost no errors and
omissions.
Attendence to Task Student rarely stays Student sometimes Student usually stays Student always stays
on tasks stays on task. on task. on task

Table 2 :Checklist used for classroom observation

Checklist for Classroom Observation
Never Rarely Frequently Remarks
Assessment of
Prior Knowledge
Sharing Lesson
Objectives and
Successes Criteria
Assessment During
Lesson
Feedback
(Assessment at the
end of the Lesson)
Table 3: Purpose of Assessment for ,as and of learning

Table 4: Examples of classroom practices and assessment in

support of learning.
Characteristics of classroom assessments Teaching and learning strategies

Teachers recognise that assessment for learning is  Integrate assessment activities into schemes of
integral and an essential aspect for teaching and work.
learning.
Teachers share learning objectives (learning  Share clear and age appropriate learning objectives
intentions) with learners. at the beginning of the lesson/series of the lesson
and, where appropriate, during the lesson.
 Use these objects as the basis for the questioning
and feedback during the lesson or in the end.
 Evaluate learner performance against the learning
objectives for assessment of learning or setting
goals for future learning.
Teachers establish what learners already know  Refer to individual learner data, including records
through classroom activities that show evidence of of feedback on previous work and actions taken by
learning learners in response.
 Use a recall question and answer method to check
their prior knowledge for e.g.
- Here is the answer, what could be the question?
- Use questions which involve higher level thinking
and use wait time strategy to take responses about
it.
- Traffic lights or thumbs up to show recall and
follow up with questions to check understanding.
Teachers help learners to know and understand the  Share examples of work that have met the
standards they are aiming for by sharing assessment criteria with learners and help them to
assessment and success criteria routinely. understand why these are good examples
 Give learners clear success criteria related to
learning objectives.
 Display learners work that is in progress or
completed
Teachers involve learners in self-correction and in  Encourage learners to talk about what they have
peer correction learn, what was challenging for them and what
steps they need to take to overcome those
challenges in relation to the learning objectives.
Teachers provide prompt oral or written feedback  Value learners feedback oral as well as written
on learning that leads learners to set their next  Make sure feedback must be constructive, specific
learning steps. to each learner (does not make comparisons
between learners).
 Identifies what learner done well or where they
need improvement.
 Identify with learners next steps of learning.
Teachers reflect on , review and evaluate  Encourage learners to reflect on their progress and
assessment data with learners discuss it with their partners and teachers which
gives them confidence in result.
 Adjust your planning and working schemes in
response to information collected by assessments.
 Encourage learners to be owners of their learning.
(Adapted by: Developing your school with Cambridge, A guide for school leaders 2015.)

References
 Dylan, W. (2011). Embedded formative assessment. 1st ed. Bloomington, IN: Solution
Tree Press.
 Hattie, J. (2013). Visible Learning and the Science of How We Learn. 1st Ed. New York:
Routledge.
 Developing your school with Cambridge, A Guide for school leaders, 2015, Cambridge
International Examination.
 Edu.gov.on.ca. (2018). Online Available at:
http://edu.gov.on.ca/eng/aborignal/5AAssessmentPractices.pdf