1.
Assessment: Of Learning, For Learning, As Learning
Dr. Sarat Kumar Rout
Assist. Prof. Department of Education
Ravenshaw University, Cuttack
Email:saratrout2007@rediffmail.com

2.
Assessment Cycle

3.
Meaning of Assessment
• Assessment is the term used to look at how the level of quality of a
performance or outcome could be improved in the future; it includes
strengths that should be sustained as well as high priority areas for
improvement. – (Descriptive as well as Effective Feed back)
• The assessment process is not concerned with the determination of the
level of quality of learning or learning outcomes; only with how to
improve the level of quality.

4.
Principles of Assessment
• Focuses on improvement, not judgment.
• Focuses on performance, not the performer.
• Assessment is a process that can improve any level of performance.
• Assessment requires agreed-upon criteria.
• Improvement based on assessment feedback is more effective when the
assessee seeks assessment.
• Assessment requires analyses of the observations.
• Assessment is effective only when the assessee uses the feedback.

5.
How Assessment is Different from Evaluation ?
Concept of evaluation
• Evaluation is the term used to describe the determination of the level of
quality of learning or learning outcomes.
• The evaluation process focuses only on the actual level of quality with no
interest in why that level was attained and how it can be improved in
future.

6.
Differences
Criteria Assessment Evaluation
What is the purpose? To improve the quality
of future performances
To determine the quality of
the present performance
Who requests it? Assessee Client
Who performs? Assessee Evaluatee
Who observes
the performance?
Assessor Evaluator
Who sets criteria? Assessee and Assessor Client
(with possible
consultation with the
evaluator)
Who uses the
information?
Assessee
(in future
performances)
Client
(to make decisions)

7.
Differences (Contd.)
Criteria Assessment Evaluation
When can feedback
occur?
Before, during or after a
performance
during or after a
performance
On what is feedback
based?
Observations; and
strongest and weakest
points
Level of quality based on
a set standard
What is included in the
report?
What made the quality
of the performance
strong; and how might
one improve future
performances
The quality of the
performance, often
compared to set
standards
Who receives
the report?
Assessee Client
How is the
report used?
To improve
performance
To make
judgments

8.
Similarities & Differences

9.
Mindset of Assessment
An assessor
• Values the ideas of the assessee
• Respects the assessee for seeking feedback for improvement
• Gives feedback without giving explicit or implied judgment of the level of
quality
• Focuses only on feedback that can help the assessee improve
performance
• Focuses on characteristics of the performance, not the performer

10.
Mindset of Assessment
An assessee
• Desires to improve performance.
• Respects the assessor for giving honest feedback that can lead to
improvement.
• Considers assessment feedback to be non-judgmental.
• Does not desire or ask for evaluation feedback from an assessor.
• Works with the assessor to set criteria, negotiate feedback, and
moderate pace.
• Requests from the assessor that which the assessee would find
useful.
• Looks at the assessor as a mentor.
• Understands that assessment is not about getting it right; it is
about getting it better.

11.
Approaches of Assessment

12.
Contd.

13.
1. Assessment for Learning
• “In Assessment for Learning, teachers use assessment as an investigable
tool to find out as much as they can about what their students know and
can do, and what confusions, preconceptions, or gaps they might have.
• The wide variety of information that teachers collect about students’
learning processes provides the basis for determining what they need to
do next to move student learning forward.
• It provides the basis for providing descriptive feedback for students and
deciding on groupings, instructional strategies and resources.”
(Rethinking Classroom Assessment with Purpose in Mind” Page 29)

14.
Purpose of Assessment for Learning
Information from assessment can be used to:
• Plan and modify learning programmes for individual students, groups of
students, and/or the class as a whole.
• Identify and then address the learning needs of each student in a clear
and constructive way.
• Involve and engage parents, families, and communities in their child's
learning.
• The Department of Education can undertake policy review and target
funding and intervention.

15.
Role of the Teacher
“Assessment for learning occurs throughout the learning process. It is
interactive, with teachers:
• Identifying particular learning needs of students or groups .
• Selecting and adapting materials and resources.
• Creating differentiated teaching strategies and learning opportunities for
helping individual students move forward in their learning.
• Providing immediate feedback and direction to students” .
Rethinking Classroom Assessment with Purpose in Mind” Page 29

16.
2. Assessment As learning
• Assessment as learning focuses on students and emphasizes assessment
as a process of meta-cognition (knowledge of one’s own thought
processes) for students.
• Students reflect on their work on a regular basis, usually through self and
peer assessment and decide what their next learning will be.
• Helps students to take more responsibility for their own learning and
monitoring future directions.

17.
Self-assessment
• Self-assessment is defined as a process where “students are
directed to assess their performance against pre-determined
standard criteria.
• Self-assessment is a process of formative assessment during
which students reflect on the quality of their work, judge the
degree to which it reflects explicitly stated goals or criteria,
and revise accordingly.
• Self-assessment is done on drafts of works in progress in
order to inform revision and improvement.
• Students are able to assess their own with confidence rather
than always relying on teacher judgement.
• Students become more independent and motivated.
• Students are actively involved in the learning process.
• Students need to know what good work should look like, and
have clear and specific success criteria against which they
can assess their work.

18.
• Peer Assessment
Peer assessment is a type of collaborative learning
technique where students evaluate the work of
their peers and have their own evaluated by
peers.
This dimension of assessment is significantly
grounded in theoretical approaches to active
learning and adult learning.
Like self-assessment, peer assessment gives
learners ownership of learning and focuses on
the process of learning as students are able to
“share with one another the experiences that
they have undertaken.” (Brown and Knight, 1994,
pg. 52)

19.
Things to Keep in Mind about Peer Assessment
• Students can use peer assessment as a tactic of
antagonism or conflict with other students by giving
unmerited low evaluations. Conversely, students can
also provide overly favorable evaluations of their
friends.
• Students can occasionally apply unsophisticated
judgements to their peers. For example, students who
are boisterous and loquacious may receive higher
grades than those who are quieter, reserved, and shy.
• Instructors should implement systems of evaluation in
order to ensure valid peer assessment is based
on evidence and identifiable criteria.

20.
Role of the Teacher
“The teachers’ role in promoting the development of independent
learners through assessment as learning is to:
• model and teach the skills of self-assessment.
• guide students in setting their own goals, and monitoring their progress
toward them.
• provide exemplars and models of good practice and quality work that
reflect curriculum outcomes.
• work with students to develop clear criteria of good practice.

21.
Contd.
• provide regular and challenging opportunities to practise, so that
students can become confident, competent self-assessors.
• monitor students’ megacognitive processes as well as their learning, and
provide descriptive feedback.
• create an environment where it is safe for students to take chances and
where support is readily available.” (ZPD & Scaffolding)
Rethinking Classroom Assessment with Purpose in Mind” Page 43

22.
3. 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

23.
Purpose 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

24.
contd

25.
Role of the Teacher
“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.
• a range of alternative mechanisms for assessing the same outcomes.
• public and defensible reference points for making judgements.
• transparent approaches to interpretation.
• strategies for recourse in the event of disagreement about the decisions.”

26.
Features of Assessment of, for, and as Learning

27.
Effective Feedback
Feedback to be effective for students, they need the following:
• Firstly, there needs to be an appreciation of the student’s
work, recognizing what has been achieved and where
further development is required.
• Secondly, there needs to be an explanation of this
appraisal, by relating feedback to the purpose of the
work and to the criteria used in judging its quality.
• Thirdly and most importantly, there should be
opportunity for action by the student based on what he
or she has learnt from the feedback.

28.
A typology of feedback
. Evaluative feedback : involves a judgment by the teacher based on
implicit or explicit norms.
Evaluative feedback may take the form of:
Approval: “That’s a good essay.” “You’ve done well.”
Disapproval: “That’s not good enough.”
Reward: Gold stars
Punishment: “Write it out again.”
2. Descriptive feedback: focuses on identified learning outcomes and
makes specific reference to the student’s achievement.
• looks towards improvement.
An example of descriptive feedback:
“That’s a good introduction because you have covered the main
points we discussed at the beginning. Now … which points do you
think you should expand on?”

29.
Thank you one and all