Assessment OF learning, FOR learning, and AS learning

As discussed in previous blog posts, we have unraveled what it means to teach concept-based instruction. We have learned the structure of concept-based instruction, facts being on the bottom, building up to topics, concepts, and finally generalizations at the top. We focused on what a performance task is and how to create an authentic, well-developed performance task. This week, I want to explain what kind of assessment performance tasks are and what other kinds of assessments are needed to produce a clear, successful, and meaningful concept-based unit.

Performance tasks are the assessments that come at the end of the unit to check for student understanding of the material or concepts taught throughout the unit, as mentioned last week. This kind of assessment is called assessment OF learning, or could be called a summative response, and is usually formal. According to the Department of Education and Training, assessment OF learning occurs when: "...teachers use evidence of student learning to make judgments on student achievement against goals and standards." This is when the teachers reflect on how effective the learning was and if the students were able to accomplish the desired goals of the unit, showing proper understanding of the standards involved in the unit.

Performance tasks are important to check for student understanding of the unit as a whole, but is this the only kind of assessment that we need as teachers to check for student understanding. Of course not. If this was the only kind of assessment provided, we as teachers would not know if our teaching was effective during the unit, and at the end, it would be too late to go back and reteach concepts. This is why we need an assessment FOR learning, or a formative response, which could be formal or informal. The Department of Education and Training states For learning as learning that occurs when: "...teachers use inferences about student progress to inform their teaching." This kind of assessment provides timely feedback that helps students in their learning progression and allows the teacher to plan accordingly to the students' understanding of the lessons.

Assessment OF learning and FOR learning are both essential to the learning process, but another type of assessment is also important for deep, and successful learning. This kind of assessment is not focused on as highly but is still just as important. Assessment AS learning occurs when: "...students reflect on and monitor their progress to inform their future learning goals" (Department of Education and Training). This is when the students get to check for understanding on their own and reflect on how well they understand the material, setting learning goals for themselves and ways to accomplish these goals. Examples of assessment AS learning could include peer feedback (partner or group discussions) or formal self-assessment (e.g. journal logs). This type of assessment requires the students to take note of their learning progress, showing deeper and more connected learning.

As future teachers, we need to make it a priority to give assessments OF learning, FOR learning, and AS learning, in order to ensure proper concept-based learning. Each assessment is important and all three rely and depend upon each other. Check out the website I am sharing at the bottom of this page, as it is a great, interactive site that explains the three assessments, providing different activities through modules that give teachers a great resource to have! So much valuable information!

http://www.education.vic.gov.au/school/teachers/support/Pages/module4.aspx