In this blog post, we will explore the key differences between these two types of assessments, their limitations and advantages, and how incorporating formative assessment practices can lead to more effective and individualized learning experiences.
Formative assessment, often characterised as assessmentforlearning, refers to the purpose of using the evidence gathered by assessment to inform, and if necessary, modify teaching and learning activities: either by teachers, or by students themselves.
Assessmentaslearning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.
In this sense, the assessment’s purpose is diagnostic—it helps teachers decide what to do next. Assessmentoflearning (commonly called summative assessment) measures what students have learned after instruction.
In summary, assessmentforlearning focuses on using assessment to inform instruction and support ongoing learning, assessmentaslearning focuses on students’ self-assessment and metacognitive skills, and assessmentoflearning focuses on evaluating students’ achievement of specific learning outcomes or standards.
While assessmentforlearning tends to be day-to-day and designed with individual student growth in mind, assessmentoflearning gives a birds-eye view of how a class or student is performing in relation to other students.
AssessmentforLearning is an inclusive approach to teaching and learning that utilises feedback to enable students to take ownership of their own learning journey.
Assessment is a term often associated with both learning and work. Learn how you can use assessmentforlearning and as a learning process in the workplace.
