” Assessment FOR Learning “

by: vmbacasmot

Today is finals week in my school (the whole university) through Traditional Assessment (TA) from “forced-choice measures of multiple choice tests, fill-in-the-blanks, true or false, matching and the like that have been and remain so common in education” (Mueller, 2012) to meet not only the standards of the school but to reach their goals as learners.

And, some teachers including myself had given students the Authentic Assessment (AA) which Jon Mueller had stated that “to perform real-world tasks that demonstrates meaningful application of essential knowledge and skills”, early on before taking the final exam.

Last year in my “Listening and Speaking 2” subject which I don’t have yet a formal education in assessment. I remember the Academic Committee and one of its officers had asked us to make a final exam from the scheduled test which most of that time we don’t give written final exams (indirect evidence) as to traditional assessment. We give listening and oral finals (direct evidence) which is authentic assessment (Performance assessment, Alternative Assessment, Direct Assessment others may call it) in its nature.

From this instance, I didn’t quite understand why I have to make a traditional assessment if it is performance-based assessment? Now I do realized what the above officer wants to imply and consider the approach in assessment that is meant to be. Meaning traditional assessment correlates with authentic assessment that I may amalgamate that will necessitate in assessing my students.

From the start of the class until the above finals week, the uses and its purposes let us to rethink what meant by assessment.

The outcome from this gathered information thus give vital evidence through which “assessment as learning” gave students facts from them to self-evaluate as well as “to make adjustments, adaptations, and even major changes in what they understand” (Earl, 2006).

Assessment is clearly not estimation of learning, but to catalyze every learner to be active in learning more with the addendum of “assessment for learning” (assessing students on what to do next in their learning to gain more). We also need to take note that we need to balance the extracted key differences of assessment FOR learning as historically referred to formative assessment from the article “Assessment FOR Learning DEFINED” by Rick Stiggins as follows:

Formative Assessment

Assessment FOR learning

  • is about more frequent
  • providing teachers with evidence
  • tells users who is and is not meeting state standards


  • is about continuous
  • is about informing students about themselves
  • tell them what progress each student is making toward meeting each standard (while learning is happening)

The old times who passed and failed is ok. We were assessed to be ranked. The only concern before when assessing is to show who excel more and students who failed is heavily ignored. But, today “must be revised to permit all students to succeed, at least at some level” (Stiggins, 2005).

I’m inside a classroom with a co-teacher (Thai) of mine proctoring students from another department who are taking the final test (Summative Assessment) an “assessment of learning” from their 4 month journey on what they’ve learned in a specific subject that is to know “which students have reached the top of the scaffolding” where Rick Stiggins had explicitly expressed.

I was wondering and observing how they deal with their exams. Some are very serious, others trying to get the attention of their classmate just to get an answer, also a few students finished the test within 20 minutes from a two-hour scheduled exam and all sort of things that the students are experiencing. I can’t blame them for being like that. I don’t know how they were assessed. I was being reflective using the things I’ve learned from this course and if I were their teacher, I will encourage them and be well inform that assessment can be a learning tool and a way to increase achievements. That’s just me. Hopefully they can pass it and are aiming high in achieving things.

Furthermore, learning doesn’t stop there and assessment for learning will further endure its purpose may it be next semester S.Y. 2013-2014, come midterms and finals a continuous approach in assessing our students’ improvement as to augment their success while learning.

Cited sources:

Earl, L. (2006). Webcast on “Rethinking classroom assessment with purpose in mind.” Curriculum Services Canada. Retrieved at http://resources.curriculum.org/secretariat/april27.shtml

Mueller, J. (2012). Authentic Assessment Toolbox. Retrieved at http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

Stiggins, R. (2005). Assessment For Learning Defined. Retrieved at http://ati.pearson.com/downloads/afldefined.pdf

This entry was posted in EDS 113: Principles and Methods of Assessment and tagged , , . Bookmark the permalink.

One Response to ” Assessment FOR Learning “

  1. Nice post!

    Like you I was also enlightened through this course that assessment should not always be of learning but can also be assessment for and as learning. Traditional way of assessment and grading is somewhat discriminating for it only favors those who are fast academic learner. The slow learners and those with different kinds of learning styles and learning preferences are somewhat put down.

    But the good news is there is an alternative way of assessing the students. Assessments which can actually enlightened them of their strengths and encouraged them to do better next time. I am hoping that present and future educators can help facilitate this kind of assessment for students to be more successful in their own rights and styles.


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