An Exploration of Assessment

Assessment For Learning

Assessment “For” Learning, or formative assessment, is used as given feedback for the students. It does not include a quantitative grade, but a qualitative critique that the students can use to better their learning. Studies have shown that students learn best when assessment is formative, where the teacher can give direct feedback and give specific and constructive criticisms. This form of assessment can look like written comments, verbal feedback, and exit slips.

In the band classroom, teachers give constant formative feedback. The band teacher is able to listen in real time and give helpful feedback to how the students sound, how they are playing, if they are using the correct techniques, etc. Teachers also use this form of assessment to assess where the classroom is at in their learning and if extra help is required for understanding. I have experienced this in the classroom as I listen and rehearse with the ensemble in real time and am able to change my lesson based on my assessments of what I hear in the ensemble.

Assessment As Learning

Assessment “As” Learning is another form of qualitative assessment that gives more importance to the students’ own learning journey. This form of assessment is not graded but is used for the student to track their own learning. This is important to make positive relationships with the students and to create a sense of autonomy in the students’ own learning. An example of this assessment can be seen in journal entries, portfolios, and self reflections.

I have experienced this form of assessment when students are asked to self reflect on their learning. Many classes require students to keep journals and to create reflections on their learning. I have encountered this in my own learning when I created a portfolio to show my best work.

Assessment Of Learning

Assessment “Of” Learning, or summative assessment, is used as an evaluation for a quantitative grade. Students are usually the most concerned with this type of assessment as it is usually a numerical value of their schooling, and as it can determine which post secondary institutions will accept them and which scholarships they can qualify for. This type of assessment is usually used at the end of a unit and it is used as an overall summary of what the students should have learned from the unit.

I have experienced this many times as I have taken many tests. Examples for this type of assessment could be used as written, verbal, and performance exams that carry a quantitative value with it. Many teachers think this is the only form of assessment, but this assessment wouldn’t be possible without the assessment “as” and “for” during the students’ learning process.