ASSESSMENT KIN CLASS

1. Transforming Assessments From AOL to AFL
Ms. Archana Dwivedi
TGT (Sunbeam School-Mughalsarai)
Distt: Chandauli(Uttar Pradesh)
Abstract:
There is more to assessment than seeing if the requirements for achieving a qualification have been met. In
contrast, summative assessment (AOL) takes place on completion of a topic or unit and often contributes to the
grading and assessment of a qualification.
Assessment for learning (AFL) supports practitioners and helps them focus on the learner and learning in
individual classroom sessions.
 Assessment for Learningis used by teachers on an ongoing basis to help their students achieve to the
best of their abilities and is a very important part of the learning process.
 It is(AFL) practiced where students are encouraged to be more active in their learning associative
assessment. The purpose is to create self regulated learners to make them able confident to continue
learning throughout their life.
Introduction:
Through this document I would like to draw your attention together successful and popular teachingstyle /tools
that should be used in the classroom to develop better quality assessment for learning. It is important forteachers
like us to clear why assessment for learning is important. It helps us to focus onthe students and their learning in
individual classroom sessions. It also shows how AFL principals, quality feedback, can be used to help students
progress. It can be understood as AFL makes learning visible. It helps students understand more accurately.
The quality of interactions and feedback between teachers and students becomes critical in the learning process..
Assessment procedures should allow for the effective communication of relevant information to parents, teachers
and other part of the society. There was a tendency to generate competition between students rather than their
growth and personal improvement , to come out from such negative tendency AFL is the better solution, as it
provides the following objective :-
- Encourage students to take ownership of their own learning.
- Encourage productive classroom discussion
-What students have to do in order to succeed?
- Involves teacher in regular feedback that can help the students to work upon.
- Provided opportunities for students to be learning resources.
Process(Role ofa teacherto identify the problem and its solution)
Diagnostic assessment: Usually refers to assessment that identifies what the learner already knows and is
capable of at the beginning of a new syllabus to establish a starting point. The focus is often on identifying
difficulties that the learner might have so as to help identify appropriate teaching and learning strategies to make
him efficient for current course.
Case study 1: After Half yearly Examination of the current session we found deterioration in math’sresult of
class 8th in comparison to last year’s performance of the same children. To understand the root cause of this we
conducted a DIAGNOSTIC test which included basic mathematics questions along with the half yearly syllabus.
The results were astonishing. Many of the children did do not know BASIC concepts of Fraction, Percentage,
Integers and Algebra. They are now being re taught these basic mathematical concept through extra classes .

2. ASSESSMENT (The great concern……Need for change in Assessment process)
• The results of assessment should provide a basis for decisions about pupils’ future learning needs.
• Assessment should provide information about pupils’ potential ability and about how they are performing
in relation to the aims of the curriculum.
• Assessment should take account of the full range of abilities across all the subjects of the curriculum.
• Assessment procedures should allow for the effective communication of relevant information to parents,
teachers and other part of society.
Assessment only proves that in this much of syllabus your learning is of this level. What about that the concept
left behind? We cannot deny that math’s chapters are not interconnected and science concepts are based upon
extended conclusions of each practical. The knowledge cycle is like concentric cycle. At the Center is knowledge
and each child grasping radii are different. Let’s have different tools can be used to draw a beautiful complete
circle.
The Solution - Assessment for learning is designed to be formative and diagnostic, providing information about
student achievement to both teachers and learners, which allows teaching and learning activities to respond to the
needs of the learner. It recognizes the huge benefit that ongoing and dialogic feedback processes can have on
learning. This benefit is enhanced where feedback is embedded in day-to-day learning activities.
• The results of assessment should provide a basis for decisions about pupils’ future learning needs.
• Assessment should provide information about pupils’ potential ability and about how they are performing
in relation to the aims of the curriculum.
• Assessment should take account of the full range of abilities across all the subjects of the curriculum.
• Assessment procedures should allow for the effective communication of relevant information to parents,
teachers and other part of society.
Case study 2: A child who was confident and answering in classroom but unable to perform in tests or
examination. It was observed that she had an inherent fear for assessment and was shivering during the test. We
began a series of tests which completed at home with the help of her mother. I am happy to share that now she no
longer has a fear of assessment and the child is performing well.
Application
CLASSROOM
Test
Practical Conceptual Written
OBSERVATION
Mechanical
Interest
Out of box
thinking
Implementatio
n planning
Literature
&Language

3. The Assessment for learningdepends upon:-
• Effective teaching and learning strategies
• Curriculum choice
• School/college organization
• Strong partnership between the school/college and teacher.
So Prepare yourself as a teacher to identify: -
• Who is and does not understand the lesson?
• What are this student’s strengths and needs?
• What misconceptions do I need to address?
• What feedback should I give to students?
• What adjustments should I make to instruction?
• How should I group students?
• What differentiation do I need to prepare?
• Define how learners will take an active part in the assessment
process
Different kinds of tools use to implement AFL in better way in the class
room:
1.Facilitate Question distribution strategy: Open ended questions require
learners to think and formulate a response.If a teacher asks learners to
explain why vaccines work, then the students have to provide explanation in
their own words.
Create opportunities for students to ask questions.
2.Practice Mid-unit assessment :to focus explicitly on areas of weak understanding supported by evidence.
3.Bouncing: Bounce back the answers around the room to build an
understandingand have students develop stronger reasoning out of
misconceptions.
Example : “Nikita , what do you think of Prachi answer?”
Prachi, how could you develop Juhi’s answer to include more detail?
4.Small Group Discussions :It Helps to find out the perception, level and percentage of understanding and also
the removal of misconception.
5.Peer Teaching -Nearly 80% of what children learn, they learn from each other.Students have truly learned a
concept when they can teach it to other students.
6.Quick-Draw showdown- Two students against each other May quickly write down a sentence or draw a quick
sketch of a learning concept. It gives you a message where their understanding level is now. And is healthy fun
for them.
Case study 3:We have introduced the concept of BUDDY for the newly admitted children at the beginning of the
session. To promote peer learning, a below average child was made to sit next to an above average child in
classroom. It has been observed that he tries to complete all his work on time now. Also his performance in the
assessment has improved considerably. Peer learning makes him comfortable with learning and working.

4. 7. KWL: At the beginning of a topic create a grid with three columns – What They Know;What They Want To
Know; What They Have Learnt.
It should be noted that metacognition (thinking about thinking) is at the heart of all learning. Learners need to
‘unpack their thinking’.
Case study 4 :A child of class 4 was an attention seeker in class. He constantly tried to draw attention to himself
through acts of indiscipline. A very sharp mind but was not using his potential. We counseled him, made realize
his behavior, and encouraged him to be a part of good work ethics ie to rethink upon thinking. He has not only
improved in academics but there has been change in his behavior.
8. Quick Summaries: To summarize important lessons or concepts, the challenge there is that the limit is 100
characters.
9. Design a Re-engagement Lesson: To overcome challenges or misconceptions of previous plan we must
categorize solutions, strategies and approaches where students struggled.
10.Use of Rubrics as a Assessment tools to generate clear feedbacks to students
How RUBRICS Helps:
For example “Assessment of PowerPoint Presentation made by a student”:
CRITERIA EXCELLENT GOOD AVERAGE UNSATISFACTORY
INTRODUCTION Presents the topic
by laying out the
overall structure of
the presentation
Directly goes into the
first slide without
introducing the topic, its
structure, and duration
CONTENT Logical
sequencing,
concise content and
Information
seems reliable
but is not backed

5. Note :Before any assessment tool is used, it would be beneficial to share it with the student .
Teachers methods to promote and implement AFL in classroom:
 Give Two Pieces of Praise for Every Critique.
 We must design certain GROUP WORK for students.
 Don’t give answers, Elicit.
 Developing QUESTIONNAIRE technique to follow up an answer with another
question.
 Check their answers in groups.If there are any discrepancies; they can discuss what the
right answer is.
 Creating task for THINKING SKILL among students.
 Don’t shower them with ideas, Brainstorm.
 Have a goal in mind. Designing a rich and challenging task for students.
 Choose yours battle to focus on for a while - don't ignore the rest.
 Teacher must explain evaluation section to students to say what did or did not work well and why.
 Show, don’t tell.If you want them to know what to say in certain situations, show them by doing and not
reading about it in the book.
 Providing feedback to students on their task.
 Sometimes you have no choice but to try and try again.
 Clock it! Give your class a task they can complete in this very short amount of time.
 Always start with warm up! Can make children out of seat, wakeup.
 Don’t jump in, lead in.
 Gamify your classroom. Give them points for doing and not doing action.
Advantages/Benefits:
 Involve all 5 senses.
 Gives context. FL helps students focus on the aim of their learning and take responsibility for their own
learning and plan how they might move forward.
 Students are learning how to learn and, as a result, learner confidence is increasing.
 Improved understanding of the strengths, areas of improvement and what they must do to progress.
 Students are now able to identify when they need help and they know how to access support.
 Students are becoming empowered to learn.
 Raise awareness of resources within schools, and to encourage teachers to use the materials to support their quality
teaching and learning.
 Students take an increasingly active role in their teaching and learning sessions.
clarity of ideas by specific
references .
SLIDE
ARRANGEMENT
The color
combination
making it difficult
to read the text.
WRITTEN WORK Language used is
difficult to understand
and needs revision
BODY LANGUAGE Use of humor at
regular intervals
LIST/RESOURSES
USED
References to only
few resources .

6.  Learners will be coached in their expected behavior, with basic rules for interaction
 Teachers are now having improved feedback tools to access on learners’ progress.
 Students know what they need to know, where they are going and how to get there.
 It demonstrates that learning is valued and celebrated.
 Encourage self-correction.
 Establishing the right kind of classroom climate – imperative.
Conclusions:
When there is a concern that learners were being over-assessed and too much testing carried out to make
comparisons between them. That way of assessing, to judge learning by generating and reporting scores, was
referred to as ‘assessment of learning’. The grading function was over-emphasized and the learning function was
under-emphasized.
‘Assessment for Learning‘ promotes that all students can learn and improve against their own previous
performance.Creates a valuable connection between assessment and learning activities.