Which among the following are not considered Assessment as Learning? A. Teacher gives a unit test and assigns marks. B. Teacher asks students to grade the assignment of their peers. C. Teacher asks the students to do self assessment on a rubric D. Teacher asks students to write a reflective journal. E. Teacher gives grades and asks students to divide themselves into two groups based on their marks. Choose the most appropriate answer from the options given below:
Understanding Assessment as Learning
Assessment plays a crucial role in education. It can serve different purposes, broadly categorized as Assessment for Learning, Assessment of Learning, and Assessment as Learning.
- Assessment of Learning: This is typically summative. It measures what students have learned at the end of a unit or course. Examples include final exams, standardized tests, and unit tests with grades. The focus is on accountability and reporting achievement.
- Assessment for Learning: This is formative. It involves using assessment information to provide feedback and adjust teaching and learning during the learning process. Examples include quizzes used to check understanding, teacher observations, and feedback on drafts. The focus is on improving learning while it's happening.
- Assessment as Learning: This is where students become active participants in the assessment process. They use assessment to monitor their own learning, reflect on their progress, understand their strengths and weaknesses, and set goals for future learning. It emphasizes metacognition – thinking about one's own thinking and learning. Examples include self-assessment, peer assessment (when focused on providing feedback and improving work), and reflective activities.
Analyzing Each Assessment Scenario
Let's examine each scenario provided in the question to determine if it represents Assessment as Learning.
- A. Teacher gives a unit test and assigns marks. This is a classic example of Assessment of Learning. The primary purpose is to evaluate learning outcomes and report achievement, not for the student to actively use the process for self-monitoring or goal setting.
- B. Teacher asks students to grade the assignment of their peers. While this involves students in assessment, if the primary outcome is assigning grades, it leans towards Assessment of Learning or potentially Assessment for Learning (if feedback is also involved). True Assessment as Learning peer assessment focuses on students using the process to understand criteria and improve their own work. Grading peers without a clear reflective component for the grader often doesn't qualify as Assessment as Learning.
- C. Teacher asks the students to do self assessment on a rubric. This is a core practice of Assessment as Learning. Students are actively applying criteria (the rubric) to evaluate their own work, reflect on their performance, and identify areas for improvement.
- D. Teacher asks students to write a reflective journal. This is a powerful tool for Assessment as Learning. By reflecting on their learning experiences, challenges, successes, and strategies, students gain insight into their own learning process and develop metacognitive skills.
- E. Teacher gives grades and asks students to divide themselves into two groups based on their marks. This scenario uses assessment results purely for administrative or organizational purposes (sorting students). It does not involve students using the assessment process or results to understand their own learning or plan future steps. This is firmly rooted in Assessment of Learning.
Identifying What is NOT Assessment as Learning
Based on our analysis:
- Scenario A (unit test with marks) is Assessment of Learning.
- Scenario B (grading peers) is likely Assessment of Learning or Assessment for Learning, depending on implementation, but not typically pure Assessment as Learning.
- Scenario C (self-assessment on a rubric) is Assessment as Learning.
- Scenario D (reflective journal) is Assessment as Learning.
- Scenario E (grouping based on grades) is Assessment of Learning.
The scenarios that are not considered Assessment as Learning are A, B, and E.
Revision Table: Assessment Types Summary
| Scenario | Assessment Type | Is it Assessment as Learning? |
|---|---|---|
| A. Unit test & marks | Assessment of Learning | No |
| B. Students grade peers | Likely Assessment of/for Learning | No (in this typical framing) |
| C. Self-assessment on rubric | Assessment as Learning | Yes |
| D. Reflective journal | Assessment as Learning | Yes |
| E. Grouping by grades | Assessment of Learning | No |
Additional Information: Fostering Assessment as Learning
To promote Assessment as Learning in the classroom, teachers can implement various strategies that empower students to take ownership of their learning. These include:
- Teaching students how to set learning goals.
- Explicitly teaching criteria for quality work (using rubrics).
- Modeling self-assessment and reflection.
- Providing opportunities for students to give and receive constructive feedback (peer assessment focused on improvement).
- Using portfolios where students select and reflect on their work.
- Integrating metacognitive questions into lessons and assignments.
These approaches help students develop the skills to monitor their own progress and become lifelong learners.
Important Questions from Assessment
In classical test theory an obtained score, which comprises a person's true score and error score is
Teachers often use which type of testing to guide - "what and how to teach"?
- Which of the following is a tool being used to create e-portfolio of learners?
- "Learners will be able to measure the correct volume of a chemical using a measuring Flask". Above objective will fall under which category of educational objectives suggested by Anderson and Krathwohl ?
- Which of the following perspective examines "how family members and intimate couples interact on a daily basis and arrive at a shared understanding of their situation?"
