Assessment for ,as and of learning ( Research Paper)

 

           Assessment for, as and of learning

By Ms Kashfia Latafat

 

Introduction: Assessment is really at the heart of teaching and learning where teacher assess their learners’ performance and take feedback to improve their teaching and learning. There are mainly two types of assessments which are formative and summative assessments. Summative assessment or assessment of learning tells that how learners learn by the end of topic. Formative assessment or assessment for learning plays a pivotal role in learning cycle. It’s an ongoing learning process which informs about the understanding of learners during the learning process. The purpose of formative assessment is to assess the learning of learners, it works with any activity for creating motivation, provide learning opportunities and to give feedback to both learners and teachers. Feedback helps teachers to reflect and improves their future practices, in fact assessment without feedback is nothing (Hattie, 2013). In the beginning of the lesson sharing of objectives and success criteria is assessment for learning strategy which should be embedded in lesson plan which make learners responsible for their learning. It can be facilitated by peer and self-assessment and by giving corrective feedback on their responses. AFL strategies can also be used in the end of a lesson to evaluate whether the learning objectives are achieved. I believe that formative assessments greatly improve the achievement of learners and helps identify the areas where the teachers and learners need improvement. (Dylan, 2011).

Assessment for, assessment as and assessment of learning are approaches that enable teachers to gather evidence and make judgments about student achievement. These are not necessarily discrete approaches and may be used individually or together and formally or informal. Hence my question is how effectively teachers are using assessment in their classrooms and how they handle the collected data so it will bring change in the process of teaching and learning. (Edu.gov.on.ca, 2018).The purposes of assessment for, as and of learning are shown clearly in table 3.

                                                Assessment Literacy

 Term such as diagnostic, formative, and summative ……have recently been supplemented with the phrases assessment for learning, assessment as learning and assessment of learning

                                   “What matters is how the information is used”

Background Story: The word ‘assessment’ often leads to confusion, because it is usually used to refer to summative testing. AFL mainly focuses on the use of informal formative assessment to improve learning. Sometimes teachers are judged solely on their ability to get good results in high-stakes summative assessments. Teachers may feel that they do not have time to do activities that do not seem directly linked to final examination grades. However, using feedback to modify instruction and help learners to better understand assessment objectives will improve exam results. In classrooms teachers are using assessment for learning strategies but unaware of their effective use and how to utilize that collected information in order to improve learners learning and their own teaching. In this situation both learners and teachers required further training to improve their learning, for this very reason we decided to support teachers for further improvement

 Lots of reference study, observation and testing was done in order to further strengthen the assessment policy in school. Establishing AFL into a school or classroom takes time. It sometimes requires additional professional training, and it changes to the ways that teachers interact with their learners. Lead teachers and facilitators were supporting teachers to develop their lesson plans focused on the given guidelines and observations were conducted to check their performance against the given criteria. Peer observation was also used to share good practices and understandings and to have critical feedback. Learners were also introduced with those strategies and approaches to make them understand the specific assessment criteria, its application and their own performance in relation to this.

 The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both respond to the information it provides. Assessment for learning is an ongoing process that arises out of the interaction between teaching and learning. What makes assessment for learning effective is how well the information is used.

 

 

Methodology

Research Design:   In this research I  used the case study approach in which I chosen small groups of grade V and VI and two math teachers .This approach is most suitable in context of my learning environment. The research objectives and strategies were shared with teachers and took their consent for being part of this research program.

 

Study duration and sample size: Duration of this research program was of six weeks. My sample group is comprise of 60 students and two math teachers. I selected two classes V E and VI L from each grade level.

 

Sampling Technique: I selected two math teachers which were newly joined the school and have some knowledge about assessment for learning strategies, but they are not aware how to use those effectively in their classrooms and what its impact on learners learning. Both of them eager to be a part of this research program and willing to be observe and interviewed, their respective classes were selected as sample groups.

 

Initial Interview: I conducted an initial interview session to get an idea about their current understanding of assessment for learning. It’s a basic instrument of data collection for this research work.

 

Instruments for data collection: Teacher’s observation rubric and monitoring sheet was used for collection of data about their progress. These documents are in use by lead teachers, academic coordinators and headmistress for formal observations in classrooms.

 

Data collection technique:  We used teacher’s observation rubric and monitoring sheet for observations these documents were also shared with teachers. Learner’s work was also analyzed by the math daily rubrics (shown in table 1). Learners assessed themselves in the beginning of unit, they referred back to it in the end of the unit to assess their performance.

The data which was collected by initial interviews were used to identify the areas where the teachers need coaching. As our school is having continuing professional development sessions, we used this forum for providing support to teachers. Some reference material and strategies were also shared with teachers before conducting their formal observations.

 

 

Observation Process: The purpose of this procedure was to monitor teachers, and provide feedback and support for improved teaching and learning.Observtion process was based on three levels which were:

·         Pre -observation: I had detailed discussion for the lesson plans and tools for assessments to be used for lesson with both the teachers.

·         Observation: During pre observation venue ,date and block of observation was decided by the consent of teachers.

·         Post – observation: After the observations I discuss the findings and gave detailed feedback to teachers in a confidential way.

 

 Data Analysis: Qualitative method was used for data analysis.All responses from teachers during pre and post observations were transcribed.All the findings collected during observation process were recorded and in depth analysis was conducted on their performance. Learners work samples were also analyzed with the help of the rubric which identified whether learning improved or not.

 

                              Results

The data collected during research showed clear change in teachers teaching and learning. It also visible in their lessons which were based on the learners  prior knowledge and learners learning was assessed by using afl tools for e.g. teacher used wait time strategy for taking answers , thumbs up and traffic lights were also used effectively during the lesson .One of the teacher used Example , non example model as pre- assessment activity for recalling learners prior knowledge in the beginning of the lesson all these evidences shows clear progression in their teaching as well as in learners learning. Learners reflections showed that they become more confident while doing their work because they were aware what they have to do and how. During observations I observed that usage of wait time strategy made the learners able to think and reflect on the question which is the clear evidence that they are moving to become self-regulated learners – learning how to know. As a result of this research I came to a table which clearly indicates the classroom practices and assessment as a support for learning (shown in table 4) ,indeed a great source for developing assessment practices in classrooms.

 

 Conclusion

 In this research , I learned that the regular use of minute – by – minute and day -  by – day classroom formative assessment can substantially improve learners achievement. That is why assessment is , indeed , the bridge between teaching and learning

 

   I would like to conclude on following findings which are:

·         The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both respond to the information it provides.

·         Assessment for learning and as learning are ongoing processes that arises out of the interaction between teaching and learning.

·         What makes assessment for learning effective is how well the information is used.

·         School leaders can use the information to support their teachers and determine professional development needs.

·         Learners and teachers can use the information gained from assessment to determine the next teaching and learning steps.

 

 Limitations & Scope

 

 Limitations that I faced were mostly of the time available with me to conduct interview and gather data for research as I also teach classes, and fulfill my role as a subject lead teacher along with my research. Another limiting factor was the lack of knowledge of the importance of research in the context of education; therefore, I had to spend time in explaining the relevance of my intended research to the teachers. My research can be used in my own section to implement assessment for learning strategies and AFL tools across section. It can also be used in other sections as our context is same. I believe and hope that my research can benefit other school teachers also who are willing to implement assessment for learning strategies in their system and are finding ways to implement it successfully.

                              

 

                       Acknowledgements:

 I would like to acknowledge Ms Zill-e-Huma Asif (Headmistress Junior Section , Generation’s School ) for supporting me to conduct this research in the section. Along with her I would also like to acknowledge my team members Ms Ruba Khalid and Ms Fiza Shafqat for allowing me to observe their classes and my lovely students for showing their interest for learning new things.

Jazak Allah everyone for your immense support , you all made it possible for me to complete this research paper.

 

 

 Figures and Tables

 

Table 1: Daily Math rubric used by the learners.

DAILY MATH WORK RUBRIC For Class V/VI
	Level 1	Level 2	Level 3	Level4
Understanding of  Math Concepts	Student demonstrates a limited understanding of math concepts in daily work.	Student demonstrates a satisfactory understanding of taught concepts in daily work.	Student demonstrates a complete understanding of math concepts in daily work.	Student demonstrates thorough understanding of math concepts in daily work
Application of Skills Taught	Student rarely applies skills taught in daily work without teacher assistance.	Student applies skills taught in daily work with several errors and omissions	Student applies skills taught in daily work with few errors and omission.	Student consistently applies skills taught in daily work with almost no errors and omissions.
Attendance to Task	Student rarely stays on tasks	Student sometimes stays on task.	Student usually stays on task.	Student always stays on task

 

 

                          Table  2 :Checklist used for classroom observation

Checklist for Classroom Observation
	Never	Rarely	Frequently	Remarks
Assessment of Prior Knowledge
Sharing Lesson Objectives and Successes Criteria
Assessment During Lesson
Feedback (Assessment at the end of the Lesson)

 

 

Table 3: Examples of classroom practices and   assessment in support of learning.

Characteristics of classroom assessments	Teaching and learning strategies
Teachers recognize that assessment for learning is integral and an essential aspect for teaching and learning.	·         Integrate assessment activities into schemes of work.
Teachers share learning objectives (learning intentions) with learners.	·         Share clear and age appropriate learning objectives at the beginning of the lesson/series of the lesson and, where appropriate, during the lesson. ·         Use these objects as the basis for the questioning and feedback during the lesson or in the end. ·         Evaluate learner performance against the learning objectives for assessment of learning or setting goals for future learning.
Teachers establish what learners already know through classroom activities that show evidence of learning	·         Refer to individual learner data, including records of feedback on previous work and actions taken by learners in response. ·         Use a recall question and answer method to check their prior knowledge for e.g. -       Here is the answer, what could be the question? -       Use questions which involve higher level thinking and use wait time strategy to take responses about it. -       Traffic lights or thumbs up to show recall and follow up with questions to check understanding.
Teachers help learners to know and understand the standards they are aiming for by sharing assessment and success criteria routinely.	·          Share examples of work that have met the assessment criteria with learners and help them to understand why these are good examples ·         Give learners clear success criteria related to learning objectives. ·         Display learners work that is in progress or completed
Teachers involve learners in self-correction and in peer correction	·         Encourage learners to talk about what they have learn, what was challenging for them and what steps they need to take to overcome those challenges in relation to the learning objectives.
Teachers provide prompt oral or written feedback on learning that leads learners to set their next learning steps.	·         Value learners feedback oral as well as written ·         Make sure feedback must be constructive, specific to each learner (does not make comparisons between learners). ·         Identifies what learner done well or where they need improvement. ·         Identify with learners next steps of learning.
Teachers reflect on , review and evaluate assessment data with learners	·         Encourage learners to reflect on their progress and discuss it with their partners and teachers which gives them confidence in result. ·         Adjust your planning and working schemes in response to information collected by assessments. ·         Encourage learners to be owners of their learning.

(Adapted by: Developing your school with Cambridge, A guide for school leaders 2015.)

References

·         Dylan, W. (2011). Embedded formative assessment. 1st ed. Bloomington, IN: Solution Tree Press.

·         Hattie, J. (2013). Visible Learning and the Science of How We Learn. 1st Ed. New York: Routledge.

·         Developing your school with Cambridge, A Guide for school leaders, 2015, Cambridge International Examination.

·         Edu.gov.on.ca. (2018). Online Available at:

http://edu.gov.on.ca/eng/aborignal/5AAssessmentPractices.pdf