ASSESSMENT FOR LEARNING

Assessment For Learning

Assessment For Learning

Why are you doing this study?

We study it because to clarify the basic concepts of Assessment for learning involves using assessment in the classroom to raise pupils' achievement.

What is the purpose of the study?

The study is based on the on the idea of Assessment For Learning that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge).

What are the research questions and where do they come from?

Effective assessment for learning happens all the time in the classroom. It involves:

sharing learning goals with pupils

helping pupils know and recognise the standards to aim for

providing feedback that helps pupils to identify how to improve(Black & Dylan 2004:7)

believing that every pupil can improve in comparison with previous achievements

both the teacher and pupils reviewing and reflecting on pupils' performance and progress

pupils learning self-assessment techniques to discover areas they need to improve

recognising that both motivation and self-esteem, crucial for effective learning and progress, can be increased by effective assessment techniques.

What methods are appropriate to investigate these research questions?

There are much dissimilarity between qualitative study and quantitative measurement. (Grinnell & Unrau 2005)Though both are precious study procedures, each has exact submission in considering and advancing organizational communications effectiveness. Basically, quantitative study is objective; qualitative is subjective. Quantitative study hunts for explanatory laws; qualitative study aspires at in-depth description. Qualitative study assesses what it supposes to be a static truth in wants of evolving universal laws. (Grinnell & Unrau 2005)Qualitative study is an investigation of what is presumed to be a dynamic reality. It does not assertion that what is found out in the method is universal, and therefore, replicable. Common dissimilarities generally cited between these kinds of study include.

How will these be designed and carried out?

Research has shown that being part of the review process raises standards and empowers pupils to take action to improve their performance. We have produced an Afl checklist that you can use to identify effective assessment for learning in your own classroom or school. (Black & Dylan 2004:7)

What kind of data will result and how will this be analysed?

Assessment for learning (formative assessment) is different from assessment of learning (summative assessment), which involves judging pupils' performance against national standards (level descriptions). Teachers often make these judgements at the end of a unit of work, year or key stage. Test results also describe pupils' performance in terms of levels. However, an important aspect of assessment for learning is the formative use of summative data. Key characteristics of assessment for learning are: (Clarke 2003:12)

using effective questioning techniques

using marking and feedback strategies

sharing learning goals

peer and self-assessment.

More detailed information can be found in the resources sections of this site.

How will you take into account issues of access, participation, audience, ethics and confidentiality?

High-level questioning can be used as a tool for assessment for learning. Teachers can:

use questions to find out what pupils know, understand and can do

analyse ...