In contrast to other approaches to the assessment of learning, assessment as learning is entirely ______ controlled. I. Student II. Teacher
Only I
Understanding Assessment Approaches in Learning
Assessment plays a crucial role in the learning process. There are different ways to think about and use assessment, often categorized into three main approaches:
- Assessment of Learning: This is often seen as traditional testing, happening at the end of a learning period (like a unit or semester). It measures what students have learned. The teacher usually designs and grades these assessments.
- Assessment for Learning: This happens during the learning process. Teachers use information from assessments (like quizzes, observations, discussions) to adjust their teaching and provide feedback to students to help them improve. It's focused on guiding learning *forward*. Both teacher and student are involved, but the teacher usually drives the process.
- Assessment as Learning: This approach focuses on students using assessment information to monitor their own learning, make adjustments, and become more aware of themselves as learners. It's about developing metacognitive skills – the ability to think about one's own thinking and learning.
Assessment as Learning: Student Control
The question asks about the control aspect of assessment as learning compared to other approaches. The key difference with assessment as learning is who is primarily in control of the process and the information gained from it.
In assessment as learning, the focus shifts to the student becoming the primary assessor of their own learning. Students learn to:
- Set personal learning goals.
- Monitor their own progress towards these goals.
- Use feedback (from themselves, peers, or the teacher) to identify areas where they need to improve.
- Adjust their learning strategies based on their understanding and progress.
- Reflect on their learning process and outcomes.
This emphasis on self-monitoring, self-regulation, and metacognition means that the student is the central figure in driving the assessment process and using its results. While the teacher facilitates by teaching these skills and providing feedback and opportunities, the control over using the assessment for future learning actions rests significantly with the student.
Analyzing the Options
Let's look at the options in the context of assessment as learning being primarily about student control:
- Option 1: Neither I nor II (Neither Student nor Teacher) - This is incorrect because assessment as learning involves both students and teachers, but the *control* aspect highlighted in this approach is student-centered.
- Option 2: Only I (Only Student) - This aligns with the core principle of assessment as learning, where the student is empowered to take control of monitoring and directing their own learning based on assessment information. While teachers are involved in supporting this process, the control of the 'assessment as learning' mechanism itself (metacognition, self-regulation) is largely student-driven.
- Option 3: Only II (Only Teacher) - This describes assessment of learning or, to a lesser extent, assessment for learning, where the teacher holds significant control over the assessment design, implementation, and interpretation. It does not fit the definition of assessment as learning.
- Option 4: Both I and II (Both Student and Teacher) - While collaboration exists, the defining characteristic that differentiates assessment as learning is the shift towards student ownership and control of the learning assessment process. Saying "Both" doesn't capture the unique student-centric nature of control in this specific approach compared to others. The question asks about the *contrast* to other approaches, and the contrast lies precisely in the student taking the reins.
Therefore, in contrast to other approaches, assessment as learning is characterized by being entirely or primarily student controlled in terms of the learning actions taken based on the assessment.
| Approach | Primary Control Focus |
|---|---|
| Assessment of Learning | Teacher controlled (evaluating student achievement) |
| Assessment for Learning | Teacher-driven (using assessment to inform teaching and student feedback), some student involvement in using feedback |
| Assessment as Learning | Student controlled (student uses assessment for self-monitoring and regulating their own learning) |
Conclusion on Assessment Control
The distinct feature of assessment as learning, when contrasted with assessment of learning and assessment for learning, is the emphasis on the student's role in controlling the assessment process for their own benefit – becoming self-regulated learners. Hence, it is entirely or primarily student controlled in this specific aspect.
Revision Table: Key Assessment Concepts
| Concept | Purpose | Primary Agent of Control |
|---|---|---|
| Assessment of Learning | To measure cumulative learning/achievement (Summative) | Teacher |
| Assessment for Learning | To improve teaching and learning during the process (Formative) | Primarily Teacher (informs teaching & feedback) |
| Assessment as Learning | To develop students' metacognitive skills and self-regulate learning (Metacognitive/Formative) | Student |
Additional Information on Student-Controlled Assessment
Student-controlled assessment in the context of assessment as learning involves teaching students how to effectively use assessment information. This includes skills like:
- Understanding learning goals and success criteria.
- Gathering evidence of their own learning.
- Interpreting assessment results or feedback.
- Identifying strengths and areas for improvement.
- Planning next steps in their learning journey.
- Engaging in self-reflection and peer assessment (guided by the teacher).
This approach empowers students to become active participants in their education, moving beyond being passive recipients of information or assessment results.
Important Questions from Assessment - Teaching
Given below are two statements:
Statement I:- Engagement in the learning process refers to the amount of time students devote to learning in the classroom.
Statement II:- Formative assessment is formal whereas summative assessment is informal.
In the light of the above statements, choose the correct answer from the options given below:
A teacher intends to find out the learning difficulties of students. Which of the following tests can be used?
The type of evaluation which gives feed-back to students as well as teachers is :
Academic performance of students is determined by:
A) Intelligence
B) Motivation
C) Physique
D) Gender
The school headmaster conducts a monitoring programme for improving classroom instructional procedure. This will be in the midst of which type of evaluation?
