Assessment for Learning School Based Experience Principal Liu

Assessment for Learning: School Based Experience Principal Liu Ah Chuen Christian Alliance SW Chan Memorial College 13/12/2013

Assessment & Curriculum Alignment Teacher Perspective Learning Objectives Student Perspective Assessment Learning Outcomes Teaching Activities Learning Activities Assessment Outcomes To the teacher, assessment is at the end of the teaching-learning sequence of events, but to the student it is at the beginning. If the curriculum is reflected in the assessment, the teaching activities of the teacher and the learning activities of the learner are both directed towards the same goal. In preparing for the assessments, students will be learning the curriculum. Source: Biggs, J. (2003). Aligning teaching for constructing learning. The Higher Education Academy. http: //www. heacademy. ac. uk/assets/documents/resources/database/id 477_aligning_teaching_for_con structing_learning. pdf

Multi-purpose of Assessment Current status: How are we doing? Assessment AS Learning Establish what needs to be done to get them there School contexts Learning Assessment FOR Learning Establish where learners are going Assessment OF Learning Establish where learners are in their learning

Assessment For, As and Of Learning Societal Contexts School contexts: • School culture • Student body • Teaching staff • Resource • Parents Questions asked: 6. How well are students doing? 7. Have they reached the goals? 8. How to min the gap? 9. What do students and teachers think and do to min the gap? LEARNING Curriculum Goal Assessment System Planning Assessment Implementation Assessment System Review Questions asked: 1. What do we want students to achieve? 2. What are the links across subjects and year levels? 3. What are the links between cognitive & noncognitive outcomes? 4. What information about learning and teaching will we get from the assessment? 5. Does the assessment system align with curriculum goal and school contexts?

Assessment for Learning In Assessment for Learning, teachers use assessment as an investigable tool to find out as much as they can about what their students know and can do, and what confusions, preconceptions, or gaps they might have. The wide variety of information that teachers collect about students’ learning processes provides the basis for determining what they need to do next to move student learning forward. It provides the basis for providing descriptive feedback for students and deciding on groupings, instructional strategies, and resources. Manitoba Education, Citizenship and Youth. (2006). Rethinking Classroom Assessment with Purpose in Mind, p. 29.

Assessment for Learning Teachers also use assessment for learning to enhance students’ motivation and commitment to learning. When teachers commit to learning as the focus of assessment, they change the classroom culture to one of student success. Manitoba Education, Citizenship and Youth. (2006). Rethinking Classroom Assessment with Purpose in Mind, p. 30.

Teachers’ Role in Afor. L Assessment for learning occurs throughout the learning process. It is interactive, with teachers: • aligning instruction • identifying particular learning needs of students or groups • selecting and adapting materials and resources • creating differentiated teaching strategies and learning opportunities for helping individual students move forward in their learning • providing immediate feedback and direction to students