Assessment of Learning

This type of assessment is typically completed at the end of work done. It generally takes the form of pen and paper tests, exams and design and makes which focus on questions based on the content of what has been taught. This type of assessment allows teachers to assess the quantity and accuracy of work and enables comparative data between students to be established. It is generally known as summative assessment. 

Assessment for Learning

This type of assessment is also known as formative assessment. It enables teachers to create descriptions that can be used to drive the next stage of learning. This is different to summative assessment which is more about making judgments. Assessment for Learning is a powerful tool for teachers to adjust the curriculum to suit the individual learning needs of all students. Questioning techniques are important for this type of assessment. Teachers craft assessment tasks that can provide effective insights on what children can already do and where they need to go next. “When the cook tastes the soup that’s formative; when the guests taste the soup that’s summative.” Robert Stake. 

Assessment as Learning

Key to this type of assessment which links to the previous formative assessment is students self assessment. Rubrics are an example where by students measure their own learning against a set of standards. Students in this type of assessment personally monitor what they are learning and make the necessary adjustments to complete full understand. Personal reflection on why and what they are doing are key features of this type of assessment. In order to get maximum use of these form of assessment teachers are vital in modeling effective self directed learning paradigms.