AS4ODFL/Assessment and learning/Activity-based assessment to support learning

Activity-based teaching and assessment supports students to manage their own learning by reflecting on what they know and can do and make effective decisions about how to learn further on their own. A student who can do this will be able to continue learning and improving their expertise throughout their career, even without a lecturer to guide them. In activity-based learning and assessment students are actively involved in making sense of new knowledge, relating it to their prior knowledge, reorganising their understanding so that the new knowledge is integrated, and using it to increase their competence.

Activity-based assessment: an example

This is an example of an activity in which students are learning about the impact of globalisation in an economics course. Read through the activity. Identify where there are opportunities for assessment of learning, assessment for learning and assessment as learning.
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[Example adapted from OER Africa: https://www.oerafrica.org/supporting-distance- learners/case-studies-using-asynchronous-communication]

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The questions which follow provide a basic knowledge test of selected concepts covered in this learning pathway: Assessment and learning.

The questions published at the end of each learning pathway are re-used for the knowledge test for learners interested in earning a digital badge or certificate of participation for the Assessment skills for open, distance and flexible learning (AS4ODFL) micro-course. Please consult the Certify participation page for more information.

Multiple choice quiz

Now complete this short MCQ to identify assessment of learning, assessment for learning and assessment as learning in the tasks in the globalisation activity.

• In small groups recall what you already know about globalisation, and share your thoughts
  • Assessment of learning
    • Correct - Check answer'Students will identify what they already know about globalisation.
  • Assessment for learning
    • The teacher can identify gaps and misconceptions in students’ existing knowledge and adapt her teaching accordingly.
  • Assessment as learning
    • There are no reflection questions built into this task to support students to think about how they learned and how they can approach learning in the future.
• Again in small groups, share your research findings. Use the theories to agree on a definition of globalisation and unpack different aspects of globalisation.
  • Assessment of learning
    • In the discussions students will identify what they learned from the reading and research.
  • Assessment for learning
    • In reaching agreement students will adapt their thinking to accommodate new knowledge. The teacher can identify gaps and misconceptions in students’ new knowledge and adapt her teaching accordingly.
  • Assessment as learning
    • There are no reflection questions built into this task to support students to think about how they learned and how they can approach learning in the future.
• Individually again analyse each aspect of globalisation in relation to your chosen industry. Create a diagram which shows what you have learned.
  • Assessment of learning
    • Students will show what they know in the diagram. From the diagram the teacher can identify gaps and misconceptions.
  • Assessment for learning
    • The teacher can turn assessment of learning into assessment for learning if she integrates what she learns into her future teaching.
  • Assessment as learning
    • There are no reflection questions built into this task to support students to think about how they learned and how they can approach learning in the future.
• Write a short narrative summary to accompany the diagram, which shows your understanding of the impact of globalisation in your selected industry.
  • Assessment of learning
    • The narrative will describe what students have learned.
  • Assessment for learning
    • The teacher can integrate gaps and misconceptions in her future teaching.
  • Assessment as learning
    • The teacher can ask students to ‘explain their thinking’.
• Give and receive feedback from each other, and your teacher, and refine your work if necessary.
  • Assessment of learning
    • Students can check the accuracy of what they learned by comparing with peers, and based on feedback from peers and their teacher.
  • Assessment for learning
    • Based on feedback from peers and their teacher students can adapt their work to accommodate new knowledge.
  • Assessment as learning
    • If asked, students may be able to explain how they learned and why they adapted their thinking.

Our reflection and feedback on the quiz

Holistic activity-based teaching and learning can incorporate assessment for learning, assessment as learning and assessment of learning, even in a single activity.

When you introduce activities into the design of your course you provide students with opportunities to critically engage with a reading, analyse case studies, create diagrams, tables or summaries, or conduct observations and interviews. This allows them to think about and evaluate what they already know, and assess their own learning through engaging with the activity.

When students collaborate they support each other and learn from each other. Build some kind of collaboration into the activities you set, creating and sharing the products of their studies, reflecting together and giving each other feedback. Students who reflect, share, respond and give feedback engage in assessment of learning, assessment for learning and assessment as learning.

Your engagement with students before, during and after an activity provides important feedback, guidance and motivation. In the activities, forums and chat groups encourage students to reflect on their own thinking. Ask questions and challenge students to respond in a variety of ways.