Assessment for Learning

Assessment practice in the past has been dominated by summative assessment. This type of assessment, either at the end of a module or at the end of the school year, gives valuable information on what the student has learned. It is a snapshot of the student’s progress at a particular point in time. However, its focus is primarily on what has been learned and is therefore static and retrospective. Commentators now distinguish between this type of assessment of learning and Assessment for Learning (AfL) which is concerned with supporting the student’s progress as he learns. The focus in this formative (on-going) assessment is on the process of learning.

The key principles of AfL have been summarized by the NCCA as follows:

• Sharing learning goals with students
• Helping students to recognise the standards they are aiming for
• Involving students in assessing their own learning
• Providing feedback, which helps students to recognise what they must do to close any gaps in their knowledge or understanding
• Communicating confidence that every student can improve
• Adjusting teaching to take account of the results of assessment

• What is Learning?

• Learning & Assessment

• Assessment For Learning

• Learning Theories

• Learning Preferences

• Reflective Learners