As tool through which I can bridge the

As teachers,
I believe it is very important to understand the difference between assessment
for learning and assessment of learning. More often in our work we use assessment
of learning, however it is very vital to make a shift to an assessment for
learning. For efficient student learning we need to rethink our classroom
practices and assessments that we have been conducting so far.


The purpose
of assessment of learning is usually summative in nature and is done at the end
of a task or in the end of the year.  It
acts more as an evidence of the student’s achievements that needs to be
provided to the parents and students or any other agency

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The emphasis shifts from
summative to FORMATIVE assessment in Assessment for Learning.  The best part about assessment for learning is
that it identifies student’s needs individually or in groups. Assessment for
learning occurs throughout the learning process and helps teachers create
differentiated teaching strategies and learning opportunities for helping
individual students move forward in their learning.  Assessment for learning also helps in providing
immediate feedback and direction to students.


As a teacher, I constantly try to
make learning more meaningful for my students and try to understand ways to
make the learning outcomes stronger. And for that it is important that I should
be consistent in adapting my lesson plans, strategies, outcomes as per the
needs of my students. Assessment makes for an important tool through which I
can bridge the gap between my plans and their needs.  AFL plays a key role in addressing the concerns
of students with special needs or vulnerable groups. Success criteria goes hand
in hand with AFL because to achieve my targets it is important to know whether
my students are clear with the outcomes or task expected of them. The teacher’s
role here is to provide clarity on the expectations by not just verbally
explaining it to them but also by documenting samples of student work, both
good and bad.


To provide evidence of learning
is not a difficult job but for deepening learner engagement and motivation it
becomes important to design assessment that elicits evidence of learning and
rather focus on helping students own their learning because that is the heart
of assessment for learning. This would mean that as a teacher I must design
assessments, strategies where learners are taking responsibilities of their own


At the end, I would also like to
give an example of an assessment for learning that I had designed for my 9th
grade history class. We had covered a topic on the pastoral communities of
India and Africa and their characteristics (lesson-pastoralism in the modern
world).  After the class I used a ‘tea-party’
strategy where each student was given a card with the name of a pastoral
community or a characteristic of corresponding communities. Students were given
5 minutes to go around the class, interact and find people who had cards that
corresponded to their own. At the end of 5 minutes’ students were seen standing
in groups comprising students of the same community. This strategy was used as
a quick check(assessment) for learning.




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