Assessment for Learning - Good Quality Assessmet Practices

What is meant by good quality assessment practices?

By Richard Kant

The purposes of good quality assessment practices require integration of three stages. The stages discussed by McMillan (2011) are assessment for learning (diagnostic), assessment as learning (formative), and assessment of learning (summative). In referring to McMillan (2011), these types of assessments form a cycle that can be applied to practical teaching of Literacy and Numeracy in the classroom such as those discussed by Robinson (2008). 

According to Cole and Chan (1987), good quality assessment practice begins with diagnosing learning difficulties. Assessment for learning has a diagnostic use where teachers gather evidence of student learning. It has both summative and formative use in providing evidence to inform planning (Department of Education and Early Childhood Development (DEECD), 2012). Diagnostic assessment is not only used to diagnose learning difficulties (Cole & Chan, 1987) but also used to gather information, allowing diagnosis, of a specific learning area, performance or a task that needs attention (McMillan, 2011). Diagnostic assessments dictate instructional activities a teacher may use. It determines student understanding and gaps in knowledge (McMillan, 2011). Most importantly, according to Killen (2005), quality learning occurs if every learning task is used as a diagnostic opportunity by teachers. 

Assessment as learning has a formative use and is defined as assessment that occurs during teaching (McMillan, 2011). It is useful in finding ways to correct students’ learning difficulties (Cole & Chan, 1987) and a way for teachers to assess student progress, provide feedback and make decisions about instruction (McMillan, 2011). According to DEECD, (2012), assessment as learning not only enriches students’ learning outcomes but also influences students’ motivation and learning.  

Assessment of learning has a summative use and is defined as assessment conducted at the end of instruction (McMillan, 2011). It is used by teachers to collect information on how much students have learnt at the end of the instructional program (Cole & Chan, 1987) and a method to document what students know, comprehend and can do (McMillan, 2011). McMillan (2011) discusses various types of formal formative assessments that teachers can use to collate information about student understanding. This information can then be used to document students’ strengths and weaknesses.

The integration of the three stages of assessment, form a cycle. This can be applied in a primary classroom, to specific Literacy and/or Numeracy difficulties as discussed by Robinson (2008). For example, Robinson (2008) states, that a large number of students experience literacy problems. He suggests early diagnostic intervention programs to prevent reading difficulties in escalating. Furthermore, Robinson (2008) suggests, group work and peer-tutoring in reducing anxiety in Mathematics where students reflect and monitor their progress therefore informing future learning goals. This is an example, of how formative assessment can be applied in a classroom situation. Summative assessment followed diagnostic and formative completes the cycle and the process can begin again.

McMillan (2011) implies that good quality assessment includes diagnostic, formative, and summative assessments. These types of assessments form an interrelated cycle that “supports and enhances student learning” (McMillan, 2011, pp.2). Robinson (2008) discusses, Literacy and Numeracy difficulties encountered by students and suggests strategies for teachers to adopt in helping students overcome these difficulties. The assessment cycle implied by McMillan (2011) could be applied to teaching Literacy and or Numeracy in a primary classroom to help students overcome difficulties in these two learning areas.

References

Chan, P.G. Cole and Lorna K.S. (1987). Teaching Principles and Practice. New York: Prentice Hall.

Killen, R. (2005). Programming and assessment for quality teaching and learning. South Melbourne, Vic: Thompson.

McMillan, J. H. (2011). Classroom Assessment: Principles and Practice For Effective Standards-Based Instruction (Fifth ed.). Australia: Pearson.

Robinson, G. (2008). Understanding literacy and numeracy. In P. Foreman (Ed.), Inclusion    in action (2nd ed., pp. 247-254; 285-289). South Melbourne, Vic: Thomson.

Victorian Government. (2012). Assessment Advice. Retrieved from Department of Education and Early Childhood Development: http://www.education.vic.gov.au