(25/11/2015)

ASSESSMENT AS LEARNING
Assessment as learning occurs when students are their own assessors. Students monitor their own
learning, ask questions and use a range of strategies to decide what they know and can do, and how
to use assessment for new learning.
Assessment as learning:

encourages students to take responsibility for their own learning

requires students to ask questions about their learning
involves teachers and students creating learning goals to encourage growth and development
provides ways for students to use formal and informal feedback and self-assessment to help
them understand the next steps in learning
encourages peer assessment, self-assessment and reflection.
http://syllabus.bos.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/

Assessment as learning
Assessment as learning, as previously mentioned, is also a formative assessment which focuses on
teaching students' the metacognitive processes to evaluate their own learning and make adjustments.

http://etec.ctlt.ubc.ca/510wiki/Assessment_as_Learning#Assessment_as_learning

The Role of Assessment in Learning

Assessment plays a major role in how students learn, their motivation to learn,
and how teachers teach.
Assessment is used for various purposes.
Assessment for learning: where assessment helps teachers gain insight into what
students understand in order to plan and guide instruction, and provide helpful
feedback to students.
Assessment as learning: where students develop an awareness of how they learn
and use that awareness to adjust and advance their learning, taking an increased
responsibility for their learning.
Assessment of learning: where assessment informs students, teachers and
parents, as well as the broader educational community, of achievement at a

certain point in time in order to celebrate success, plan interventions and

support continued progress.
Assessment must be planned with its purpose in mind. Assessment for, as and of
learning all have a role to play in supporting and improving student learning, and
must be appropriately balanced. The most important part of assessment is the
interpretation and use of the information that is gleaned for its intended purpose.

Assessment is embedded in the learning process. It is tightly interconnected with

curriculum and instruction. As teachers and students work towards the
achievement of curriculum outcomes, assessment plays a constant role in
informing instruction, guiding the students next steps, and checking progress
and achievement. Teachers use many different processes and strategies for
classroom assessment, and adapt them to suit the assessment purpose and
needs of individual students.

Research and experience show that student learning is best supported when

Instruction and assessment are based on clear learning goals

Instruction and assessment are differentiated according to student learning
needs
Students are involved in the learning process (they understand the learning goal
and the criteria for quality work, receive and use descriptive feedback, and take
steps to adjust their performance)
Assessment information is used to make decisions that support further learning
Parents are well informed about their childs learning, and work with the school
to help plan and provide support
Students, families, and the general public have confidence in the system
http://www.edu.gov.mb.ca/k12/assess/role.html

Assessment as learning occurs when students reflect on and monitor their progress to inform
their future learning goals. It is regularly occurring, formal or informal (e.g. peer feedback buddies,
formal self assessment) and helps students take responsibility for their own past and future
learning. It builds metacognition as it involves students in understanding the standards expected
of them, in setting and monitoring their own learning goals, and in developing strategies for
working towards achieving them.

http://www.education.vic.gov.au/school/teachers/support/pages/module4.aspx

http://www.ciltcymru.org.uk/training-module-assessment-for-learning-barrycomprehensive/?accept_cookie=1
video