(day 3)

LOC: Explain their understanding of the term

“assessment” and its purposes.
Q1: What is your understanding
of the term ‘assessment'?
Discuss in pairs:
• What comes to mind when you hear the word "assessment"?
• Why do you think assessment is important in education?
• Can you think of any examples of assessments you've encountered in your education so far?
• What types of assessment do you usually use in your classroom?
Based on your research and discussions,
share your personal definition of the
term Assessment

Assessment is a term that covers any

activity in which evidence of learning is
collected in a planned and systematic
way and then used to make a
judgement about what students know,
understand and are able to do.
The importance of assessment:

• "Assessment is to be seen as a moment of learning, and students have to be active in their own
assessment and to picture their own learning in the light of an understanding of what it means to get
better.” (Black, P., & Wiliam, D,1998).
• Black, P., & Wiliam, D argue that assessment is the process of gathering evidence of student
learning and using it to inform educational decisions. Assessment data can be used to evaluate the
effectiveness of educational programs, to determine student grades or advancement, to compare
student achievement to standards, and to identify areas for improvement in instruction and learning.
Explain the following cycle:
Purpose of Assessment
Increase Motivation
Brainstorm and list as many reasons
as you can think of why assessment is
used in education
Provide self Records
regulation Achievement

In groups, illustrate how assessment

can contribute to achieve the
following purposes

Provide teachers the

Provide Information
tools to self regulate

Identify whether
learning objectives
are achieved
Assessment VS Evaluation
 Assess your understanding of “assessment”
Choose the correct option:
1. Tone:
Assessment typically carries a:
a) Summative tone
b) Formative tone
2. Purpose:
What is the primary purpose of assessment?
a) To make overall judgments
b) To enhance learning and provide feedback
3. Focus:
Assessment primarily focuses on:
a) Specific skills or knowledge
b) Overall program effectiveness
4. Agent:
Who is more likely to conduct an assessment?
a) External experts
b) Teachers or peers
5. Form:
What is a common form of assessment?
a) Standardized tests
b) Observations and feedback discussions
How might a clear understanding of the distinctions between
assessment and evaluation impact your approach to teaching, learning,
or decision-making in an educational context?

➔Take a few minutes to reflect on how these concepts can be applied

in your specific role or context, and what insights you've gained from
what you learned so far.
Q2: What is your experience of
assessment as a learner?
 something to fear

something separate from learning only carried out by a teacher

more important than their

a test of memory
classroom learning

something that only happens at the end of a course

or learning programme
Creating a positive assessment experience
Clear Purpose and Expectations:

Transparency Varied Assessment Methods:

Collaborative
Timely and Constructive Feedback:
Assessment

Authentic and
Balance Summative and Formative
Relevant Tasks
Determine if the student had a positive assessment
experience and analyse why
Our last project in Mr. Anderson's class was different from the usual tests as we were
asked to choose our own research topics. We all chose topics that we were interested
in. It was our own decision!
What stood out the most, though, was the feedback. Mr. Anderson didn't just hand
back our papers with grades and move on. He sat down with each of us individually and
told us what went well and what could be improved.
And when we received our final grades, it wasn't just a number on a paper. Mr.
Anderson took the time to explain why we got those scores.
At the end, he even asked us about what we liked about the assessment and what could
be done differently. It felt like we were assessing the teacher too!
Determine if the student had a positive assessment
experience and analyse why
Our last English test was really hard. I did not understand most of the tasks
and the teacher refused to explain what she was expecting or how to solve
the tasks! I felt so confused. The next day, Ms. Johnson just gave us grades,
but I didn't know what I did right or wrong. My grades were really low and I
don’t even know what was wrong or what I did in the first place. I don’t want
to study English anymore!
I even tried to tell the teacher about what I felt but she did not bother to
listen even though most of my classmates were crying. It felt like no one cared
about how we felt.
Q3: Why it is important to know the
differences between summative
and formative assessment and to
know their purposes
Share your understanding of the differences
between summative and formative assessment
 Q3: Dimensions of Assessment

• To provide immediate • To provide information

diagnostic assessment.

summative assessment.
formative assessment or

feedback to teachers and which summarizes a

students, in order to particular phase of learning
facilitate the learning or education.
process. • Monitoring progress,
• Recently it is also frequently certification or selection,
referred to as Assessment • Parents, teachers,
for Learning. governmental bodies and
the learners.
• Assessment of Learning
According to what you have learned, fill in the
table:
Statewide Assessments, Online Polls/Clickers, Term Papers/Research Projects, Capstone Projects, Peer Reviews,
One-Minute Papers, Exit Tickets, Class Discussions, Teacher Observations, Homework Assignments, Final Exams,
Performance Assessments, Think-Pair-Share, Pop Quizzes, Concept Maps, Standardized Tests

Summative Assessment Formative Assessment

1.Final Exams 1.Class Discussions
2.Standardized Tests 2.Homework Assignments
3.Term Papers/Research Projects 3.Pop Quizzes
4.Performance Assessments 4.Peer Reviews
5.Statewide Assessments 5.Teacher Observations
6.Capstone Projects 6.Exit Tickets
7.Concept Maps
8.Think-Pair-Share
9.Online Polls/Clickers
10.One-Minute Papers
 In pairs, discuss the possible effects to fill in the table
Formative assessment Summative assessment
Positive effects
Feedback for Improvement
Measurement of Achievement
Enhanced Learning
Accountability
Teacher Adaptation and reflection
Extrinsic Motivation
Reduced Anxiety
Long-Term Retention

Negative effects
Limited Feedback on Specific Areas
Time-Consuming for Teachers Stress and Anxiety
May Overwhelm Students with Feedback Overemphasis on Testing May Narrow
Inconsistent Application Across Educators Curriculum
May Create Pressure to "Teach to the Test“
Q4: What formative assessment
and summative assessment do
teachers mostly use in their
classroom practice?
What is
Students become
assessment for An approach to
teaching and
more involved in
the learning
learning (AFL)? learning that
creates feedback
process and gain
confidence in
which is then used
what they are
to improve
expected to learn
students’
and to what
performance.
standard.

It aims to ‘close
the gap’ between They think more
Students become
a learner’s current Skilled teachers actively about
more active in
situation and plan tasks which where they are
their learning and
where they want help learners to now, where they
starting to ‘think
to be in their do this. are going and
like a teacher’.
learning and how to get there.
achievement.
AFL, Formative and Summative Assessment

AFL has been closely associated with

formative assessment because practices such
as questioning and providing feedback help
‘form’ or ‘shape’ student learning.

This differs from summative assessment which is

an attempt to measure student attainment at
the end of a period of learning.

"In AFL, it is the purpose of assessment, rather than the nature of it, that is important."
 T L
If teachers obtain
AFL If learners know
information from
the next step,
assessment and A simple idea that is quite
they will be
use it to identify difficult to put into practice. better motivated
the next steps in
and more
learning, their
successful
teaching will be
learners.
much more
effective.
 What are the Benefits of AFL?
1. AFL improves learner outcomes, fostering a clear understanding of quality work and boosting
confidence through self-efficacy.
2. AFL encourages a growth mindset, where learners focus on improvement rather than fearing failure,
promoting perseverance in both academic and personal pursuits.
3. AFL enhances independence and active engagement in the classroom, empowering students to take
responsibility for their learning journey and become active learners.
4. AFL benefits teachers by allowing more one-on-one interactions and opportunities for reflective
practice.
5. AFL transforms the classroom culture into a supportive, risk-tolerant environment that values learning
from mistakes, ultimately promoting better outcomes for all.
9. AFL techniques, such as peer feedback, can help more able learners to reinforce their learning by
explaining ideas to less able classmates, which helps them to develop diplomacy and communication
skills that will be essential in many aspects of later life.
10.AFL allows students to develop the ability to assess themselves and take responsibility for their own
learning therefore they become enthusiastic life-long learners.
 Teachers and AFL

Integrate Choose Adapt Link

Integrate AFL in Choose how Adapt AFL to suit Link AFL strategies
their lessons as a much or how little the age and directly to
natural part of to use the ability of learners. improvements in
what they do. method. student
performance in
summative tests
and
examinations.
 “Assessment for Learning” Characteristics

Sharing learning goals with the Helping pupils recognize the Providing feedback to know
pupils standards they must aim for how to improve

Both teachers and pupils Pupils learn self-assessment

review pupils' performance techniques to discover areas Pupils help each other to learn
and progress they need to improve

Including both motivation and

self-esteem within effective
assessment techniques.
Why?
Research shows that these strategies particularly
help low-achieving students to enhance their
learning.
 Research Results

• Black and Wiliam argue that if teachers use formative assessments as part of their teaching, students can learn at
approximately double the rate.
• Hattie's research shows that using formative assessment in the classroom brings about real-world differences in learner
achievement.

• Feedback has a positive effect on learner achievement.

• In John Hattie’s seminal work on educational effectiveness, Visible Learning for Teachers (2011),
• Hattie ranked feedback strategies 10th out of 150 factors that bring about significant improvements in learner outcomes.
• This was particularly true if the strategies involved feedback about the learner’s own work.
• AFL helps in making understanding and knowledge
• John Hattie describes it as ‘more visible’. AFL helps learners: understand what excellence looks like and how they can
develop their own work to reach that level.
 Challenges of AFL
Misunderstanding
The word ‘assessment’ often leads to confusion, because it is Getting it right
usually used to refer to summative testing. Giving feedback to learners about their work can have a negative
effect as well as positive.
• AFL mainly focuses on the use of informal formative
assessment to improve learning. • A teacher must choose words carefully when giving feedback.
Training and time Culture
Introducing AFL into a classroom takes time sometimes requires Sometimes teachers are judged solely on their ability to get good
additional professional training results in summative assessments.
Fear of change • Teachers may feel that they do not have time to do activities
Teachers and learners may fear that the changes required in their not linked to final examination grades.
classroom practice will not help them.
• Feedback leads to modifying instruction improving exam
• High-achieving and diligent learners may find it hard to look results.
for faults and mistakes in their work
• They do not want to show any sign of weakness or failure.
Six Misconceptions
about AFL
1.Assessment and testing are the same thing: This misconception assumes that any form of
assessment, including AFL, is primarily about testing and assigning grades. In reality, AFL
encompasses a broader range of assessment techniques that focus on improving learning
rather than just measuring it. AFL involves ongoing feedback, self-assessment, and
collaborative learning, which are not solely test-oriented.

2.Teachers using AFL will lose control of their class: Some educators worry that
implementing AFL techniques, which encourage active student participation and discussion,
may lead to chaos or a loss of control in the classroom. However, AFL strategies are designed
to enhance engagement and student responsibility while maintaining a structured learning
environment. Effective AFL practices can actually improve classroom management.

3.Peer feedback means students chatting to each other rather than working on a task: This
misconception suggests that peer feedback is merely casual conversation among students. In
reality, peer feedback in AFL is a structured process where students provide constructive
criticism and insights to help each other improve their work. It is a valuable learning tool
that promotes critical thinking and communication skills.
Six Misconceptions
about AFL
4. Examinations are the only type of assessment that matters: Some believe that
summative assessments like exams are the most significant assessments, while formative
assessments are less important. In contrast, AFL recognizes the value of ongoing
formative assessment in supporting learning. It acknowledges that learning occurs
continuously and not just during high-stakes exams.

5. Assessment is a one-way process: teachers give students feedback about their work:
This misconception assumes that assessment is a unilateral process where teachers
provide feedback, and students are passive recipients. In AFL, assessment is a two-way
interaction, with students actively engaging in self-assessment and reflection. Students
play an active role in their own learning and development.

6. Work should always be given a grade or mark: This misconception suggests that all
student work should be assigned a grade or mark, even when the purpose is to provide
formative feedback. AFL emphasizes the importance of feedback without grades to
encourage students to focus on improvement rather than solely chasing high marks.
Grades are reserved for summative assessments, while formative feedback guides
learning.
AFL Checklist
• How effectively am I using
questioning?

• How effective is my use of peer

feedback?

• How much do I use self-

assessment in my practice?

• Am I helping my students learn

effectively from summative
assessments?