ASSESSMENT OF LEARNING VS ASSESSMENT FOR LEARNING; ITS RELEVANCE FOR TEACHING AND LEARNING

GROUP MEMBERS:
1) 2) 3) 4) 5) 6) JAUHARATUDDINI BINTI HANAFI (M20121000356) NUR FADHILA BINTI BAHARUDIN (M20121000107) AIZAHASRILSUHADA BINTI AZININ (M20102001392) SITI ZAHARAH BINTI TUMIRAN (M20121000032) NOOR NAIMAH BINTI HALIM (M20121000102)

FATINI SALWA BINTI CHE MURAD (M20121000028)

Assessment of learning
Is the assessment to decide on students grade and readiness to progression
Done at the end of educational activity & to judge on overall students performance To communicate students ability to external stake holder eg parents The consequences of this assessment often farreaching and affects students seriously

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 met the curriculum outcome, decides students future programs or placement

Assessment of Learning
Summative assessments are used to measure what students have learnt at the end of a unit, to promote students, to ensure they have met required standards on the way to earning certification for school completion or to enter certain occupations, or as a method for selecting students for entry into further education.

What is assessment for learning?

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 each individual 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)

Assessment for Learning Formative assessment refers to frequent, interactive assessments of student progress and understanding to identify learning needs and adjust teaching appropriately

Learning Intentions Success Criteria Formative Feedback Effective Questioning Peer- and SelfAssessment and Self-Evaluation

SUMMATIVE
- Occurs After The Learning - To Prove Learning - Measures Learning

FORMATIVE
- Occurs During The Learning - To Improve Learning - Grows Learning

- Done To Learners
- Widens The Ability Range - Externally Referenced - Outcome Focused

- Done With Learners

- Narrows The Ability Range - Personally Referenced - Process Focused

Relevance of Assessment Of Learning

The main reason for the summative 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 what teachers have taught them (Prozesky, 2001. Rethinking Classroom Assessment with Purpose in Mind)
Provide feedback into students and into teaching decision to measure, certify, and report the level of students learning

Relevance in AOL
Students look forward to assessment task as reference
To inform parents of students proficiency pertaining curriculum

Assessment For Learning: Its Relevance For Teaching And Learning

Use of varied approaches to assessing students understanding

Use of varied instruction methods to meet diverse students need

AfL:
Its Relevance for Teaching & Learning

Feedbacks & adaptation of instruction

Establishment of learning goals, and tracking of individual students progress towards those goals

Active involvement of students in the learning process Next>

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.

Conclusion
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 for learning which occur daily in classroom. launch a comprehensive, long term professional development programs to foster literacy in classroom assessment for teachers and allocate the sufficient resource to provide them with opportunity to learn and grow professionally

Conclusion
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 raise achivement levels for all students and leave no child behind. (Richard J. Stiggins, 2002)

THANK YOU

References
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 and Teaching 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
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 from www.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.