Working with Lizzie Bayliss - Education Group
What is Assessment for Learning:
Latin verb - 'assidere' meaning 'to sit with'. Implies assessment is done with and for students, not done 'to' them. Below is an assignment I wrote giving an explanation for what Assessmet
ASSESSMENT FOR LEARNING
Assessment for Learning (AfL) is not an entirely new concept, in fact formative assessment is the precursor to the ideology that is now referred to as AfL (Wiliam, D. 2011). AfL is student driven and involves a collaborative approach to learning, allowing for a more fluid differentiated teaching and learning approach. Assessment for learning has been defined as a process where teachers and students work beside each other to ‘seek, reflect and respond to information gathered through dialogue, demonstration and observation’ to strengthen the learning process (Klenowski. p.264. 2009). AfL tends to learning as it is happening, in teachable moments not only between teacher and student but student to student. It allows teachers and learners to identify misconceptions and adjust and modify learning as it happens, melding learning, teaching and assessment as an ‘integrated entity’. It transforms classroom learning from traditional (teacher directed), to an open learning space that is student centered.
The purpose behind AfL is to develop autonomous, self regulated learners through enhanced student engagement, resulting in increased student achievement. Autonomy in learning develops ‘expertise’ for students to synthesise, adapt and use across the curriculum (Willis. p.2. 2011). AfL promotes a social, collaborative learning platform, where participants (students and teachers) learn ‘beside’ each other, developing communication and metacognitive skills while gaining a collective knowledge as a community of learners. It is reciprocal, student focused and facilitative in construct. Cowie & Bell (1999) termed assessment in an AfL classroom as ‘interactive’, it often doesn’t involve an assessment task, but real time learning situations.
In assessment for learning, students and teachers ‘seek’ aspects of learning requiring further exploration during learning. Teacher and student (or student and peer) ‘reflect’ on the significance of the requisite learning and together share feedback/feedforward regarding next steps. Students then ‘respond’ to the feedback, making adjustments and actioning new learning into the task. The focus is on the learning as opposed to performance (James et.al. 2011) - the process is task oriented and focuses on task proficiency and understanding.
The ‘seek’ element is neither formal, nor necessarily recorded. Information can be gained through discourse, observation or practical endeavour. It is not necessarily restricted to a single student, but can range across a group in how they are working together, whether discussion is on point and understanding of the concept or task is shared across the group. Upon noticing misconceptions, teachers and students set about ‘reflecting’ on what and how they can address it. Teachers rely on their pedagogical content knowledge to facilitate the learning, to guide students through new learning that can be embedded and synthesised as the learning progresses. Noticing and recognising misconceptions requires teachers to use their prior knowledge of students and their knowledge of the context they are teaching in, to ensure clarity in delivery and understanding. Explicit work expectations and feedback are most important in assisting students to set and evaluate goals during learning. The most effective feedback is cognitive, as opposed to outcome based, as it ‘provides students with information that links cues and achievement’ (Butler & Winne. p.251. 1995). It is an ongoing process which promotes motivation and purpose in the learning.
Students ‘respond’ to the information and feedback received, modifying their application, actioning advice and guidance given by the teacher or peer. Klenowski (2009) notes what works best in advice and guidance is not to provide complete solutions, but to give an indication of how to improve - thus encouraging students in mindful problem solving.
The process of AfL requires scaffolding by teachers and is best carried out through modelling ‘seeking, reflecting and responding’ in everyday practice, embedding it into the classroom culture.
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, 65(3), 245-281.
Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education: Principles, Policy & Practice, 6(1), 101-116.
James, M., McCormick, R., Black, P., Carmichael, P., Drummond, M. J., Fox, A., ... & Swaffield, S. (2007). Improving learning how to learn: Classrooms, schools and networks. Routledge.
Klenowski, V. (2009). Assessment for learning revisited: An Asia-Pacific perspective.
Wiliam, D. (2011). What is assessment for learning?. Studies in Educational Evaluation, 37(1), 3-14. University of London. England
Willis, J. (2010). Assessment for learning as a participative pedagogy.
Assessment Matters 2, 65-84.
