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Assessment of Learning Explained

Assessment of learning refers to strategies used to determine what students have learned and to make decisions about students' future placements or programs. It provides evidence of student achievement to various stakeholders and can influence important decisions about students' futures. Therefore, the logic and measurement of assessment of learning must be sound. Teachers are responsible for accurately and fairly reporting student learning based on evidence from different contexts. Effective assessment of learning involves providing a rationale, clear learning goals, opportunities for students to demonstrate skills, alternative assessment methods, and transparent evaluation criteria. The purpose is to measure and certify student learning to inform reasonable decisions.

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194 views1 page

Assessment of Learning Explained

Assessment of learning refers to strategies used to determine what students have learned and to make decisions about students' future placements or programs. It provides evidence of student achievement to various stakeholders and can influence important decisions about students' futures. Therefore, the logic and measurement of assessment of learning must be sound. Teachers are responsible for accurately and fairly reporting student learning based on evidence from different contexts. Effective assessment of learning involves providing a rationale, clear learning goals, opportunities for students to demonstrate skills, alternative assessment methods, and transparent evaluation criteria. The purpose is to measure and certify student learning to inform reasonable decisions.

Uploaded by

Mae Baltera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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What Is Assessment of Learning?

Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they
have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions
about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other
educators, the students themselves, and sometimes to outside groups (e.g., employers, other educational institutions).

Assessment of learning is the assessment that becomes public and results in statements or symbols about how well
students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that
the underlying logic and measurement of assessment of learning be credible and defensible.

Teachers’ Roles in Assessment of Learning

Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers
have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of
contexts and applications. Effective assessment of learning requires that teachers provide

• a rationale for undertaking a particular assessment of learning at a particular point in time


• clear descriptions of the intended learning
• processes that make it possible for students to demonstrate their competence and skill
• a range of alternative mechanisms for assessing the same outcomes
• public and defensible reference points for making judgements

The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to
which the instructional goals have been achieved and for grading or certification of student achievement.

Planning Assessment of Learning

Why am I assessing?

The purpose of assessment of learning is to measure, certify, and report the level of students’ learning, so that reasonable
decisions can be made about students. There are many potential users of the information:

• teachers (who can use the information to communicate with parents about their children’s proficiency
and progress)
• parents and students (who can use the results for making educational and vocational decisions)
• potential employers and post-secondary institutions (who can use the information to make decisions
about hiring or acceptance)
• principals, district or divisional administrators, and teachers (who can use the information to review and
revise programming)

What am I assessing?

Assessment of learning requires the collection and interpretation of information about students’ accomplishments in
important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine
learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks
need to enable students to show the complexity of their understanding. Students need to be able to apply key
concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the
knowledge domain.

What assessment method should I use?

In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum
of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and
produce sufficient information to support credible and defensible statements about the nature and quality of their
learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests
and examinations, but also a rich variety of products and demonstrations of learning—portfolios, exhibitions,
performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods.

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