Difference between revisions of "AS4ODFL/Assessment and learning/Assessing to learn"
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Write down your own definition of each form of assessment of learning, assessment for learning and assessment as learning. Click on the accordion tabs below to reflect on your thinking. | Write down your own definition of each form of assessment of learning, assessment for learning and assessment as learning. Click on the accordion tabs below to reflect on your thinking. | ||
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'''Definition of Assessment of learning'''<br> | '''Definition of Assessment of learning'''<br> | ||
Assessment of learning measures the knowledge, skills attitudes and values students have attained at the end of a learning cycle in comparison to the standards for competence.<br> | Assessment of learning measures the knowledge, skills attitudes and values students have attained at the end of a learning cycle in comparison to the standards for competence.<br> | ||
Revision as of 13:35, 7 December 2021
Perhaps one of the most challenging aspects of distance learning and emergency remote teaching during COVID-19 has been the aspect of assessment. In addition to putting your course materials online, you may have been anxious to confirm what students know, and demonstrate whether or not they have met curriculum outcomes. In other words your focus may have been on assessment of learning rather than assessment for learning.
[These definitions need to be in an accordion format]
Definition of Assessment of learning
Assessment of learning measures the knowledge, skills attitudes and values students have attained at the end of a learning cycle in comparison to the standards for competence.
Definition of Assessment for learning
Assessment for Learning involves checking what your students understand and can do as the learning process is happening so you identify any misunderstandings, difficulties or gaps in knowledge and adjust your teaching to address these.
Definition of Assessment as learning
Assessment as Learning involves the student ‘thinking about how they are thinking’ and using what they find out to make adjustments to the way they approach learning. The ability to notice your own thoughts and processes and is called metacognition. And the ability to make changes to your thoughts and processes as you observe them is called self-regulation.
Stop worrying about testing and start thinking about learning.
In a post on Inside Higher Ed, in response to the pandemic, Jody Greene writes:
By attempting to replicate in-person assessments in online settings, we fail to recognize that a change of medium may require a change of design ... don’t immediately jump to the conclusion that you can or should just “put the final exam online.” … Give yourself permission to think outside the parameters of your original assessments and ask the question, what can we do here that keeps learning happening?
