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शिक्षा क्रांति: राज्यपाल शुक्ल ने शिक्षकों के लिए गाइडबुक 'असेसमेंट फॉर लर्निंग' का किया विमोचन
Himachal Pradesh News: हिमाचल प्रदेश के राज्यपाल शिव प्रताप शुक्ल ने सर्वपल्ली राधाकृष्णन शिक्षण संस्थान नोगली में एक नई शैक्षिक पुस्तक का विमोचन किया। राज्यपाल ने संस्थान के अध्यक्ष डॉ. मुकेश शर्मा और प्रिंसिपल डॉ. सीमा भारद्वाज द्वारा लिखित पुस्तक ‘असेसमेंट फॉर लर्निंग’ को लोकार्पित किया। यह कार्यक्रम संस्थान में स्नातक पाठ्यक्रम के उद्घाटन समारोह के दौरान आयोजित किया गया था। राज्यपाल शिव…
शिक्षा क्रांति: राज्यपाल शुक्ल ने शिक्षकों के लिए गाइडबुक 'असेसमेंट फॉर लर्निंग' का किया विमोचन
Himachal Pradesh News: हिमाचल प्रदेश के राज्यपाल शिव प्रताप शुक्ल ने सर्वपल्ली राधाकृष्णन शिक्षण संस्थान नोगली में एक नई शैक्षिक पुस्तक का विमोचन किया। राज्यपाल ने संस्थान के अध्यक्ष डॉ. मुकेश शर्मा और प्रिंसिपल डॉ. सीमा भारद्वाज द्वारा लिखित पुस्तक ‘असेसमेंट फॉर लर्निंग’ को लोकार्पित किया। यह कार्यक्रम संस्थान में स्नातक पाठ्यक्रम के उद्घाटन समारोह के दौरान आयोजित किया गया था। राज्यपाल शिव…
Embrace Assessment OF/FOR/AS Learning
The following material is a piece of advocacy to promote the Assessment AS Learning. The material here is meant to set the foundation and direction for work that will hopefully create conditions that are favorable for the students that are doing this work to exercise the Assessment AS Learning. However, the Assessment AS Learning is a descriptive set of circumstances that are the result of a process, so, as teachers, it is our prerogative to work toward building that environment that is favorable to exercising Assessment AS Learning.
I do not know about you, but in my early life as a student and until late into my experiences as a student, I never really had to think about how I was being taught, let alone how I was being assessed. Currently, with experience and training as an instructor, I can think back on several of those experiences. Some were good, some were bad and all of them were during a different time. I am not saying that, in hindsight, I had all terrible teachers, although I am also not saying I had all amazing teachers, but the demands and expectations of teaching were very different than they are now.
My hope for everyone involved in the learning processes would be for everyone to be mindful and aware of how we experience this practice, and this includes how we are assessed, how we assess the process of learning, and what we are our expectations as a result of assessments should be. Dwayne Harapnuik refers to the New South Wales Education Standard Authority’s distinction of Assessment of/for/as learning, is a useful tool to consider what we are aiming for during this experience.
I have thought of the distinction between assessment of/for/as learning through an analogy that I hope works for you when thinking about how these three objectives of assessment can be understood through enjoying a piece of content. I, personally, went for music, because I love music and had a piece of literature more-or-less top of mind to rely on, but it can be any form of content or media you feel more comfortable engaging with. Simply put, and referencing a YouTube creator I enjoy, there is no “right” way of enjoying music:
For me, and I hope this serves as an invitation for you to rethink how we practice and engage assessment, it is a matter of being mindful and aware of how we go about assessing our experience when learning. I think it is important to note that the deciding factor to identify whether assessment of learning is better than assessment for learning and/or better than assessment as learning, and the other permutations of this ranking, is the circumstance during which assessment is happening. In other words, there is a time and place for assessment of learning just as there is a time and place for assessment for learning and a time and place for assessment as learning. If you agree, then I think we can also agree that the real challenge then lies in knowing which one to use in the right moment and that is where I reiterate my calling for mindfulness and awareness to use the assessment TOOL that best suits you in the moment.
[For anyone interested, you can check the script and sources here.]
REFERENCES
Harapnuik, D. (2021, August 16). Assessment OF/FOR/AS Learning. https://www.harapnuik.org/?page_id=8900
12tone. (2021, July 30). You don’t need music theory [Video]. YouTube. https://youtu.be/zm01bKJpvFc?si=_PaUqLLlLFklwhuk
Copland, A. (1939). What to listen for in music. SIGNET CLASSICS.
CBS Television. (ca. 1960). Aaron Copland 1970 [Photograph]. Wikimedia Commons. https://upload.wikimedia.org/wikipedia/commons/0/05/Aaron_Copland_1970.JPG
The Wachowskis. (Directors). (1999, March 24). The Matrix [Film]. Village Roadshow Pictures, Groucho II Film, Partnership, Silver Pictures.
Penguin Random House. (n.d.). What to listen for in music eBook cover [Image]. SIGNET CLASSICS. https://www.penguinrandomhouse.com/books/303445/what-to-listen-for-in-music-by-aaron-copland/
Back to Basics: How to Set a Summative Assessment
An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati. Welcome to this first ever blog post in the Back to Basics series: a collection of articles designed to get straight to the point and offer advice…
Formative Assessment is designed for course correcting
Navigating Assessment: A Teacher's Guide to AFL, AOL, and AAL
An article by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati. As we embark on our (hopefully) fulfilling journey of shaping young minds and fostering a love for learning, it’s crucial to navigate the realm of…
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How Assessment for Learning has transformed International Education
School Leaders in the modern era need to be conscious of implementing AfL in a way that is faithful to the original research and the work of subsequent researchers, as well as drawing on the best practices that have been developed over the past two decade
Paul Black and Dylan William’s work on assessment for learning has had a significant impact on transforming international education. Their research, which focused on the use of formative assessment, has highlighted the importance of ongoing feedback, questioning, and self-assessment in promoting student learning and achievement. Their approach to assessment for learning involves creating a…
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Assessment for Learning
Assessment for learning is assessing the strength and weaknesses of students (Formative).
Assessment for learning also described as assessment as learning because it assess learners comprehension and understanding of a skill or lesson during the learning and teaching process.
The following are also the definition and keywords of Assessment for Learning:
Design to assist teacher and learners. It is where teacher assist learners about their performance and understanding their lessons.
Observation. Teachers often observe and monitor learners for teachers to now what are the strategies they will do to learners.
Focuses the improvement. Instead of focus on the score or grades of the learners, if focuses how will learners improve and what teachers going to do to make learners improve their performance of grades.
Responding to students work and in conversation. In Assessment for learning, teachers are responsive to every concerns of learners.
Usually detailed, specific, and descriptive feedback (teachers effort). Teachers giving efforts to learners for them to improve and make their task with clear instructions. Teachers always think about what are we going to do to help students.
Assessment for learning focuses on the improvements of learners
Needs to involve students. In assessment for learning, it focuses on the students or the so called student-based learning method.
After the discussion you assess your learners
As well as evaluate if they achieve the standards.
Example of Assessment for learning is Formative Assessment.
