Assessments

FOR, OF and AS
Learning
 GROUP 0002A
Group members and roles:

Team Leader: Fabian Diaz. Co-led by all team members

Recordkeeper: Chalice Davis and Tuyisenge Jackson
Progress chaser: Busiku Sichingabula Mbewe
Presentation organizer: Johan Momberg
 INTRODUCTION

Assessment stands as a crucial element

within the teaching and learning
continuum, occurring both before,
during, and after instruction. This
process is multifaceted, encompassing
assessment for learning, assessment
as learning, and assessment of
learning.
 INTRODUCTION CONT’
Assessment for learning denotes evaluations
conducted prior to instruction, while assessment as
learning takes place during instruction. Following
the conclusion of instruction, assessment of learning
is undertaken. It's imperative that assessments
gauge student performance against
predetermined criteria rather than comparing
them to their peers. Consequently, assessment
serves as the vital link between teaching and
learning. Student achievement flourishes when the
purpose and execution of various assessment types
are comprehensively grasped and correctly
implemented.
 INTRODUCTION CONT’

This study delves into the three types

of assessments, exploring their
definitions, methodologies, and
advantages. These assessment tools
have been tailored for utilization
within Evergreen School.
 The School
Evergreen School is co-education school serving students from ages 3
through to 18. The school faces pressing assessment challenges
demanding an overhaul. Firstly, outdated evaluation methods fail to
gauge holistic student progress, relying heavily on standardized tests
rather than practical skills. Secondly, assessments are not authentic.
Thirdly, assessments are not student-centered, impeding student
involvement and inhibiting reflection.
Even so, Evergreen School is open to changing its assessment practices.
This presentation will shed light on the three types of assessments that
can be implemented at Evergreen.
Phase 1: Assessment
FOR learning
 Rationale for Implementing
Assessment FOR Learning

We would prefer to apply Assessment FOR Learning (AFL) in our

classroom for several reasons, including its effectiveness in:

- Enhancing student engagement.

- Promoting confidence and self-esteem among students.
- Assisting students in developing self-assessment skills.
- Creating a positive environment that enhances the professional
relationship between teachers and students.

These points are not exhaustive because AFL, being implemented

during the learning process, can significantly assist students in
achieving learning outcomes.
 Assessment FOR Learning Rationale

Assessments administered FOR learning play a

consistent role in the cycle of teaching and
learning. Its main function is to isolate specific
issues, preconceptions, and what visible
knowledge they are able to produce. It provides
a stream of feedback between teacher and
student that helps guide students from
emergence to proficiency throughout their
learning experience.
 Rationale Cont’

These kinds of assessments can help teachers

align instruction with targeted outcomes,
identify learning needs, select appropriate
materials, organize differentiated groups, and
ensure adequate feedback between teachers
and students. (Earl & Manitoba. School
Programs Division, 2006).
 Rationale Cont’

Assessment FOR learning has a lot of

advantages including, but not limited to
promoting active learning within students,
enhancing critical thinking skills and it also
helps in Identifying Strengths and Weaknesses
that may be present in the learners. This can
help warrant additional support for some
learners.
Figure 1.Assessment for Learning
Instrument: Reader’s Theatre

(Cole, 2013)
 Assessment FOR Learning Instrument

1 2 3
A Reader's Theater This approach allows students to Performance days serve as formative
Performances is an effective actively engage in reading, assessment opportunities, allowing
instrument for assessment for comprehension, and oral students to demonstrate their skills,
communication skills while receive constructive feedback from
learning. Students are
providing ongoing feedback and peers and teachers, and reflect on
encouraged to rehearse and their growth. Through this process,
opportunities for improvement.
perform short plays with students develop a deeper
Throughout the process, teachers
expressive delivery and understanding of literature and
can observe students' progress, strengthen their language arts
character portrayal by selecting offer guidance, and provide abilities, all while actively participating
grade-appropriate scripts and feedback on fluency, expression, in their own assessment and learning
assigning roles. and comprehension. journey.
 Understanding the Instrument
Formative authentic assessments enable teachers to have a holistic view of their
students and to provide feedback that will help them grow. Authentic assessments,
give students appropriate opportunities to rehearse, practice, consult resources, and
receive feedback on and refine performances and products (Authentic Assessment,
n.d.).
Authentic assessments are beneficial as they make learning relevant, provide specific
information, and encourage higher-order thinking skills such as critical thinking, problem-
solving, creativity, and synthesis. They reduce exam anxiety, offer opportunities to
showcase strengths, and develop valuable skills like communication, collaboration,
research, and self-reflection, preparing students for lifelong learning and success in a
constantly changing world
 Benefits of the INstrument
The theatre performance assessment instrument is interactive and increases
student engagement. An abstract text is turned into something tangible, thus
fostering experiential learning. Because students acted it out, they are more
likely to remember it. Learning is more meaningful and in context, thus
allowing students to use a wider range of skills such as decoding, memory,
collaboration, communication, creativity and so on.

Because this is an authentic assessment, it allows teachers to assess

students in a broader context. It also allows teachers to assess a wider range
of skills and give learners ongoing feedback. Skills that can be assessed
include communication, creativity, collaboration, problem-solving, writing
(script- writing), critical thinking, decision-making and teamwork.

Having students perform a role play enables teachers to see how their
students embody another character and practice empathy when they have
to see things from a different perspective. It also enables children to
practice their public speaking skills as well as awareness of their audience.
Teachers get to see how students project their voice, consider their
audience through their body language and positioning.
 Analysis of Group Process
We initiated our collaborative project by establishing a
WhatsApp group to facilitate effective communication among
team members. Each member independently reviewed the
project overview document. The team leader then crafted a
framework for our project on Google Docs, and the link to this
document was shared on our WhatsApp platform, allowing
remote access and collaborative editing for all members.
.
 Analysis of Group Process Cont’

For the first phase of the project, tasks were assigned to each group member:
- Progress Chaser: Explore and present reasons for suggestions.
- Team Leader: Develop and describe the assessment instrument.
- Co-Leader: Examine the potential benefits of the instrument.
- Recordkeeper: Analyze the group process, focusing on decision-making.
- Presentation Organizer: Create the introduction and provide an overview of
the imaginary school.
 Analysis of Group Process Cont’

Our group collectively established an imaginary school named

"Evergreen School" and engaged in discussions about the
assessment for learning instruments to be implemented in its
classrooms. It was unanimously agreed upon that clarifying the
definition, characteristics, and potential benefits of assessment of
learning is pivotal for the success of our project.
 Phase 2:
Assessment OF
learning
 Rationale for the implementation for
Assessment OF Learning
Use of and adaptations to the ‘assessment OF learning’, or
summative assessments, are essential at Evergreen School because
this approach helps measure achievement at the end of the unit, or
school year, and identify areas of improvement.
The use of ‘assessment OF learning’ can help cultivate student
agency and aid teachers in adapting new or appropriate
strategies for teaching, based on the results.
When the ‘assessment OF learning’ is effectively implemented it
encourages students to see learning as a continuous process,
instead of a race to the finish line.
 Rationale Cont’

Student reflections upon completion of summative assessments

allow students to internalize their progress, as it comes from
their perspective. It allows teachers to see how children view
themselves as well. Finally, “assessments OF learning” provides a
clear representation of students’ conceptual understanding and
opportunities to creatively represent their learning. It can
influence their call to action, as well as further their interest
outside of school.
 Figure 2. Literary Elements Poster

(Education Bureau HKSAR, n.d)

 Assessment OF Learning
Instrument
1 2 3
The instrument to be used for assessment
Students have been exploring A rubric will be given to students
of learning is a Literary Elements Poster.
Students will use this poster to different technologies such as so as to clearly communicate
demonstrate their understanding of the plotagon, Canva, sketchbook and expectations. Students will be
different literary elements. They will the like. Because we believe in assessed based on the following
work in groups to develop the poster. cross-curricular learning, students rubric criteria: collaboration,
will be encouraged to use any one creativity, technology
This project comes at the end of the unit incorporation, clear communication
of the technologies they have
on Literary elements. Students went
learned. of the different literary elements
through different pieces of writing over
and clear examples.
the course of the unit, with a focus on
personification, metaphors, similes and Once graded, their posters will be
foreshadowing. added to their learning portfolios.

,
 Understanding the Instrument
Assessment of Learning are used to confirm what students know and can do, to
demonstrate whether they have achieved the curriculum outcomes, and, occasionally, to
show how they are placed in relation to others" (Earl and Katz, 2006, p.14).

Posters allow students to use their imagination and experiment with elements like color,
layout, and design, fostering their artistic skills. It also encourages collaboration, as
students can work together to create a poster representing the group’s collective effort
(PrintSafari, 2023). This choice of instrument allows students to maintain engagement and
enjoy the activity without the burden of "test demands".

Rubrics on the other hand, allow students to judge their own work and take more
responsibility for the end product (Utah University Network, n.d).
 Benefits of the Instrument
Communication and collaboration skills. The poster activity as a
summative assessment, allows teachers to grade students on skills that
may not be present in a traditional summative assessment. It allows
students to practice these skills and demonstrate them in context.

It allows teachers to have a clear picture of what students understand

about the various Literary Elements. Having this information can help
teachers make decisions about student target grouping and the kind of
support students may need. For students, it forces them to contextualise
their learning through examples.

This assessment strengthens cross-curricular links as it incorpotaes

technology. Students get to demonstrate their learning in more than one
curricular aspect. Further, adding this assessment to student's portfolios is a
great way for not only teachers but students to monitor their own progress ,
take more responsibility for their learning and celebrate their growth.
 Analysis of Group Process
Defining 'Assessment of Learning'
Through the collaborative efforts of group members, we have synthesized and
formulated a definition for assessment of learning.

Discussing and Exploring the Characteristics of 'Assessment of Learning'

Group members advocate for a thorough examination and research into the
defining characteristics of assessment of learning, as they believe that such an
exploration enables educators to develop a comprehensive understanding of
its nuances.
 Analysis of Group Process Cont’
Identifying Four Stages of 'Assessment of Learning':
The delineation of the four stages of assessment of learning serves as a roadmap
for educators, guiding them in the effective implementation of assessment
strategies within their classrooms.

Discuss the Importance of Implementing 'Assessment of Learning':

The group has identified the significance of integrating assessment of learning
into classroom practices, highlighting its pivotal role in gauging student progress
and informing instructional decisions.
 Analysis of Group Process Cont’
Examine the Instruments of 'Assessment of Learning' Suitable for Classroom
Use:
Exploring a plethora of assessment instruments, group members have shared
their insights into familiar strategies, thereby compiling a comprehensive list of
tools applicable within classroom settings.

Select a Specific Instrument for Elaboration, Illustrating Its Application and

Potential Benefits:
In-depth scrutiny of a chosen assessment instrument provides educators with a
concrete understanding of its practical application and the potential
advantages it offers in fostering student growth and development.
 Phase 3:
Assessment
AS learning
 Rationale for Implementing Assessment AS
Learning

‘Assessment AS learning’ is a consideration because it promotes a

growth mindset from which students can fully realize mistakes and
challenges as opportunities to be self-aware and improve.
Implementing the approach of ‘assessment AS learning’ helps in boost
metacognition because students can see how they think and learn.
Another advantage of using ‘assessment AS learning’ is that it can be
a strategy for improving collaboration and communication between
students.
 Rationale Cont’

These assessments ought to be guided, especially at the beginning of the

year. Using rubrics helps them stay on course and consider the standards
and approaches to learning, such as being an effective listener, or
collaborating well with others. It also includes creative expectations and
appreciation for aesthetics. Including a rubric, guide can help students to
have more agency in the learning process as they know what to aim for
without having to sacrifice creativity. It also expands their conceptual
understanding. As Chapman, stated rubrics should allow for exploration,
creativity, and initiative so educators can enhance student development
in all aspects (Chapman & Inman, 2009). These rubrics can aid in peer
assessing and commenting on other student’s work more effectively.
Figure 3. The Quiz Show

(Mishra, 2022)
 Assessment AS Learning
Instrument
1 2 3
The instrument we will use for Students have been exploring Students must create their own
assessment as learning is a quiz show. primary sources, analyzing rubric for this assessment to ensure
Students will prepare the questions for speeches, letters, and historical that they take responsibility for
the show based on what they have
documents to deepen their their own learning. After the quiz
learned. In groups of four, they will be
taking turns to be the hosts and understanding of this pivotal era. show, they will create a rubric to
contestants. help them reflect on their learning
Through discussions and research, process. The teacher will only give
This project comes at the end of the unit guidance and encourage students
on American history. Students went
they have gained insights into
the struggles and triumphs of to consider their strengths,
through different pieces of writing over
the course of the unit, with a focus on those involved in the civil rights weaknesses, and find ways that
the civil rights movement. movement. they can improve.
 Understanding the Instrument
Assessment as Learning

The quiz show assessment is a kind of authentic assessment, as students are

participating in a role play of a real-life scenario. Students create questions based on
their learning, fostering active engagement, critical thinking, and collaboration.
Crafting their rubric promotes ownership of learning and reflection. This authentic
assessment encourages diverse learning styles and offers personalized feedback,
fostering autonomy and lifelong learning skills.
 Benefits of the Instrument
Authentic Assessments:

Authentic assessments offer real-world relevance, fostering deeper

understanding and critical thinking skills. They motivate students by
demonstrating the practical application of their learning. (Buskirk-Cohen and
Duncan, 2011)

Students craft their own rubric:

Crafting their own rubric empowers students, fostering self-reflection and

accountability in assessment. This enhances understanding of strengths and
areas for improvement (Huba and Freed, 2000).

Encouraging different learning styles:

Encouraging varied learning styles caters to diverse student needs,

enhancing engagement, understanding, and retention of material.
“Encompasses a holistic view of performance and outcomes” (Knowly,
2020).
 Analysis of group Process
1. The team delved into the definition of assessment as learning to
deepen their theoretical comprehension.
2. Upon scrutinizing the definition of assessment as learning, the team
identified three pivotal components: student autonomy, metacognitive
impetus, and the fusion of assessment with learning. These elements
serve as theoretical pillars for implementing assessment as learning in
practical scenarios.
3. Group members dissected the rationale behind adopting assessment
as learning, drawing from the three essential components of the
concept.
 Analysis of Group Process Cont’

3. Group members dissected the rationale behind adopting assessment

as learning, drawing from the three essential components of the
concept.
4. The group outlined several instances of assessment as learning, agreed
upon by its members. These instances are designed to assist students in
fostering critical thinking, monitoring their progress, and engaging in
self-regulated learning.
5. An appropriate instrument was chosen and examined to elucidate its
application within the classroom context. Furthermore, the group
explored potential benefits associated with utilizing the instrument.
 Conclusion
Students can deepen their knowledge, skills, and conceptual understanding of any
discipline by using authentic assessments throughout the process of learning. Creative
approaches to assessing students, via performance, poster making, and quizzes enable
students to identify learning not only as a continuous process, but as an engaging
practice. In the forming of their own rubrics and the consistency in self assessments
students can have more agency and identify their own learning needs. It enables them
to be self-aware and approach their own education with a growth mindset. The
instruments we used for the Evergreen School are in alignment with a philosophy
of teaching wherein teachers facilitate learning and provide engagements, that
promote critical thinking, creativity, decision-making, and collaboration. The
aformentioned aspects of these engagements are indicative of authentic assessments
as they are necessary to working and living in an everchanging world.
 Group's Concluding
Remarks
BUSIKU- What was most interesting is the fact that assessment can be adapted into
any school setting and assessment can significantly influence a teacher's practice as
well as the student's learning. It was great to see this reflected in the discussions we
had as a group. What was most useful to me was the analysing the assessmnet
strategies and doing so collaboratively with my group.

CHALICE- What was most interesting and also surprising about this group project is
how well everyone collaborated together. Despite the different time zones, everyone
did their part and in good time. We seem to have similar ideas as to what good
practice is and how assessments ought to be used in the classroom. What was useful
was using Whats App to communicate, Google Docs to consolidate our ideas and project
progress, and Canva for a creative space.
 Group's Concluding
Remarks
JOE- The most interesting part was applying what we learned from the course to
some realistic situations. The most surprising thing was that it was very hard to come
up with something original as most of my ideas turned out to be already existing
methods of assessment.

JACK- The most interesting was to use assessment AS learning because the students
learned more than expected. Combining multiple assessments is very useful to the
learning process for both teachers and students. Working with other group members
was surprising and interesting.
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 REFERENCES
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