Assessment FOR, AS and OF LEARNING

Dr. Lorna Earl and Dr. Steven Katz in their book "Rethinking Classroom Assessment with Purpose in Mind" stress the different approach in planning Assessment for, as, and of Learning as the 3 main purposes of assessment. These differences are outlined in the table below:

Process	Assessment FOR Learning	Assessment AS Learning	Assessment OF Learning
Why Assess?	to enable teachers to determine next steps in advancing student learning	to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and identify next steps	to certify or inform parents or others of student’s proficiency in relation to curriculum learning outcomes
Assess What?	each student’s progress and learning needs in relation to the curricular outcomes	each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning	the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes
What Methods?	a range of methods in different modes that make students’ skills and understanding visible	a range of methods in different modes that elicit students’ learning and metacognitive processes	a range of methods in different modes that assess both product and process
Ensuring Quality	• accuracy and consistency of observations and interpretations of student learning • clear, detailed learning expectations • accurate, detailed notes for descriptive feedback to each student	• accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment • engagement of the student in considering and challenging his or her thinking • students record their own learning	• accuracy, consistency, and fairness of judgments based on high-quality information • clear, detailed learning expectations • fair and accurate summative reporting
Using the Information	• provide each student with accurate descriptive feedback to further his or her learning • differentiate instruction by continually checking where each student is in relation to the curricular outcomes • provide parents or guardians with descriptive feedback about student learning and ideas for support	• provide each student with accurate descriptive feedback that will help him or her develop independent learning habits • have each student focus on the task and his or her learning (not on getting the right answer) • provide each student with ideas for adjusting, rethinking, and articulating his or her learning • provide the conditions for the teacher and student to discuss alternatives • students report about their learning	• indicate each student’s level of learning • provide the foundation for discussions on placement or promotion • report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learn

For the complete material, please click http://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdf