assessment_of_for_as_learning.pdf

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Assessment
of, for
and
as
Assessment
of, for
and
as
Learning
Learning
Assessment
of Learning
The purpose of this kind of
assessment is usually
SUMMATIVE
and is mostly done at the end of a
task, unit of work etc.
“It is designed to provide evidence of achievement to
parents, other educators, the students themselves and
sometimes to outside groups (e.g., employers, other
educational institutions).”
Rethinking Classroom Assessment with Purpose in Mind” Page 55
Assessment
of Learning
“Assessment
of
Learning is the
assessment that becomes public and
results in statements or symbols about
how well students are learning. It often
contributes to pivotal decisions that will
affect students’ futures. It is important,
then, that the underlying logic and
measurement
of
assessment of learning
be credible and defensible.”
Rethinking Classroom Assessment with Purpose in Mind” Page 55
Teachers’ Roles in
Assessment
of
Learning:
“Teachers have the responsibility of reporting student
learning accurately and fairly, based on evidence
obtained from a variety of contexts and applications.
Effective assessment
of
learning requires that
teachers provide:
a rationale for undertaking a particular
assessment
of
learning at a particular point
in time
clear descriptions of the intended learning
processes that make it possible for students
to demonstrate their competence and skill
Teachers’ Roles in
Assessment
of
Learning:
a range of alternative mechanisms for assessing the
same outcomes
public and defensible reference points for making
judgements
transparent approaches to interpretation
descriptions of the assessment process
strategies for recourse in the event of disagreement
about the decisions.”
Rethinking Classroom Assessment with Purpose in Mind” Page 55 and 56
Reflection:
Think about an example of
assessment
of
learning in your own teaching.
How does it match with the points listed
above?
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