AOL vs AFL

8/13/2019 AOL vs AFL

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ASSESSMENT OF LEARNING

VS

ASSESSMENT FOR LEARNING;

ITS RELEVANCE FOR TEACHING AND LEARNING


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GROUP MEMBERS:

1) JAUHARATUDDINI BINTI HANAFI (M20121000356)

2) NUR FADHILA BINTI BAHARUDIN (M20121000107)

3) AIZAHASRILSUHADA BINTI AZININ (M20102001392)

4) SITI ZAHARAH BINTI TUMIRAN (M20121000032)

5) NOOR NAIMAH BINTI HALIM (M20121000102)

6) FATINI SALWA BINTI CHE MURAD (M20121000028)


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Assessment of learning

Is the assessment to decide on students gradeand readiness to progression

Done at the end of educational activity & tojudge on overall students performance

To communicate students ability to external

stake holder eg parents

The consequences of this assessment often far-reaching and affects students seriously


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What is assessment of learning?

SUMMATIVE assessment that is usually done

at the end of a task, unit of work etc.

Is done to confirm was does the students

know, shows whether the students have metthe curriculum outcome, decides students

future programs or placement


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Summative assessments are used tomeasure what students have learnt at the

end of a unit, to promote students, toensure they have met required standards

on the way to earning certification for

school completion or to enter certainoccupations, or as a method for selectingstudents for entry into further education.

Assessment of Learning


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An approach in which the assessment process is

inextricably embedded within the educational

process, which is maximally information-rich, and

which serves to steer and foster the learning of eachindividual student to the maximum of his/her ability

(Schuwirth & Vleuten, 2011)

Assessment for learning is all about informing learners

of their progress to empower them to take the

necessary action to improve their performance (Jones,

2005)

What is assessmentfor learning?


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Formative assessment refers to

frequent, interactive assessmentsof student progress and

understanding to identify

learning needs and adjustteaching appropriately

Assessmentfor Learning


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LearningIntentions

Success Criteria

FormativeFeedback

EffectiveQuestioning

Peer- and Self-Assessment andSelf-Evaluation


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SUMMATIVE FORMATIVE

- Occurs After The Learning - Occurs During The Learning

- To Prove Learning - To Improve Learning

- Measures Learning - Grows Learning

- Done To Learners - Done With Learners

- Widens The Ability Range - Narrows The Ability Range

- Externally Referenced - Personally Referenced

- Outcome Focused - Process Focused


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Relevance of Assessment Of

Learning

The main reason for thesummative assessment is to

check up on what students

have learned from a series

of lessons over a period of

time (Harlen, 2007)

The main reason is to see if

students have learnt whatteachers have taught them

(Prozesky, 2001. Rethinking

Classroom Assessment with

Purpose in Mind)

Relevance inAOL

to measure,certify, and

report the levelof students

learning

To inform

parents ofstudents

proficiencypertainingcurriculum

Students lookforward to

assessment taskas reference

Providefeedback intostudents andinto teaching

decision


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Assessment For Learning: Its Relevance For

Teaching And Learning

AfL:

Its Relevance forTeaching &

Learning

Use of variedapproaches to

assessingstudents

understanding

Feedbacks &

adaptation ofinstruction

Active involvementof students in thelearning process

Establishment oflearning goals, and

tracking of individualstudents progress

towards those goals

Use of variedinstructionmethods to

meet diversestudents

need

Next>


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Conclusion

What should we do to maximize our students

achievement?

Is it

ASSESSMENT OF LEARNING

or

ASSESSMENT FOR LEARNING?

Both of the assessments are essential. One is in

place while the other is not.


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So that we together must : invest for assessment of learning at national,

state and local level, and the other investment

devoted to development of assessment forlearning which occur daily in classroom.

launch a comprehensive, long term

professional development programs to fosterliteracy in classroom assessment for teachers

and allocate the sufficient resource to provide

them with opportunity to learn and grow

professionally

Conclusion


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We also must : Require all teachers and administrators

preparation programs to ensure graduates

are assessment literate, in term of promoting

and documenting students learning.

Then only we can maximize students confidence

in themselves as learners. Hence raiseachivement levels for all students and leave no

child behind.

(Richard J. Stiggins, 2002)THANK YOU

Conclusion


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Carroll, D. (2002). Piper teacher who resigned in

plagiarism dispute is a hit with media. The Kansas

City Star. Retrieved 14 March 2013 from

http://www.kansascity.com/mld/kansascity/news.

Brown S. (2004). Assessment for Learning. Learning andTeaching in Higher Education, Issue 1, 2004-05.

Retrieved 13 March 2013 from

http://www2.glos.ac.uk/offload/tli/lets/lathe/issue1

/articles/brown.pdf Drake,S.M.(2007) Creating Standard-based integrated

curriculum -Alingning curriculum, content,

assessment and instruction. Canada:Corwin press.

References


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Harlen, W. (2007). Assessment of learning. Sage

Publications Limited. Jones, C. A. (2005). Assessment for learning. Learning

and Skills Development Agency. Retrieved

from www.LSDA.org.uk

Prozesky, D. (2001) 2001; 14(38): 2728 . Retrieved fromwww.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/

Rethinking Classroom Assessment with Purpose in Mind

Retrieved from www.edu.gov.mb.ca/ks4/assess/wncp/

ch5.pdf

Schuwirth, W. T & Van Der Vleuten C. P. M. (2011).

Programmatic assessment: From assessment

of learning to assessment for learning. Medical

Teacher 33 478-485

References
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705919/

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