EVALUATING RATIONALES FOR PROMOTING LEARNING

Evaluating Rationales for Promoting Learning

[Date of Submission]

Introduction3

Discussion4

Review of the subsequent impact of the National Strategy and the evidence supporting this position which sought to promote the use of AfL4

The Use of and Difference between Approaches to Assessment5

Critical Examination of Theory and Research6

The Background6

The Tests' Formative Usage & Strategies for its Promotion7

The Assessment for Learning Strategies7

Inspection Evidence or Credible Evaluation Studies in This Area8

The Key Ideas from the Research8

The Other Publications & Research9

The Ten Principles of AfL9

Conclusion10

Evaluating Rationales for Promoting Learning

Introduction

At the outset of a unit of study, students know what they expected to learn, in classrooms where assessment for learning is practiced. To identify any misconceptions or gaps (diagnostic/initial assessment) and to understand what is already known, the teacher will work with the student at the beginning of the unit. At all stages of the learning process assessment for learning occurs. Ronan Howe, Thomas Guskey, Caroline Gipps, Dylan William, Richard Stiggins, Grant Wiggins and many others researchers have worked towards this assessment reform.

Inclusive of assessment for learning and in relation to all aspects of assessment, the Assessment Reform Group has been at the forefront of challenging practice and thinking. To ensure that relevant research evidence is accounted by all levels of assessment practice and policy is the aim of the Assessment Reform Group (Stiggins, 2002, pp. 758). Policy-makers in government and its agencies have been the main targets of this reform group for the activity of the group. To advance understanding of the impacts, purposes and roles of assessment, it has also worked closely with local authority staff, teacher organizations and teachers.

Formative assessment is the second name of assessment for learning (Sadler, 1989, pp. 119). To decide where the learners need to go, where they are in their learning and how best to get there, the method of interpreting and seeking proof for usage by teachers and their learners is used, which is known as, assessment for learning, in accordance to the Assessment Reform Group.

Discussion

Review of the subsequent impact of the National Strategy and the evidence supporting this position which sought to promote the use of AfL

Rather than attempts not to prove learning and the end product the Assessment for Learning (AfL) focuses on learning and improve it. During the learning process, it can help inform us of how the learning is progressing and is a way for us to take stock since it is a formative assessment (Brown, 2004, pp. 81). Extensive research conducted by Dylan William and Paul Black is the basis for Assessment for Learning. By emphasizing that assessment is only formative when, assessment evidence is actually used to improve learning and modify teaching to meet the needs of the pupil and is an integral part of teaching and learning process, they refined the term 'formative assessment', in their study, known as, 'Inside the Black Box', which got published in the year of 1988.

The use of AfL as best practice is strongly recommended, although integration of AfL practices into the classrooms is ...