Assessment for Learning - What do we need to assess, why, and how?

What do we need to assess, why, and how?
By Richard Kant

Scheduling of assessment, the proper selection of assessment tools and the appropriate use of assessment information are important principles of assessment and evaluation (Cole and Chan, 1987). What domains teachers need to assess and the value of assessing these elements, why we need to assess student learning, how assessment occurs at various levels and the tools used to assess these will be outlined. These concepts will be outlined in terms of affective and cognitive domains.

Teachers need to assess domains such as knowledge and simple understanding, deep understanding and reasoning skills, products, and affect (McMillan, 2011). According to McMillan (2011), knowledge and skills is assessed as a starting point for creating instruction. Assessing of knowledge and skills may be conducted through pre-assessment and/or it may be conducted during teaching, known as formative assessment (McMillan, 2011). Summative assessment, conducted after instruction, is another way to document what knowledge students know and skills they possess. According to Killen (2005), high quality learning is where learners take advantage of knowledge through cognitive processes which not only has value to the student, class and school but also has value beyond the school. According to McMillan (2011), deep understanding and reasoning skills are domains, teachers need develop targets for and assess so that students are able to make meaningful connections to what they already know. The performance, discourse and products produced by the learner may be significant at a personal, aesthetic or social level, therefore demonstrating success to the teacher (Killen, 2008). Reasoning skills is cognitively liked with knowledge and according to Killen (2011), in creating learning targets and assessing reasoning skills, teachers must maintain a balance among five areas: knowledge, and simple understanding, deep understanding and reasoning skills, products, and affect. According to McMillan (2011), authentic instruction and performance assessment is an advancement that integrates instruction, assessment, and motivation to assess deep understanding and reasoning, knowledge and thinking skills. Assessment of these domains may not only have value for the class, teacher or school, but it may also have value for the student beyond the school.

Assessment is a tool used by teachers and students and has an important link between learning targets, content and teaching and learning activities. According to Australian Capital Territory (ACT) Government Education and Territory (N.D.), ‘the purpose of assessment is to improve learning, inform teaching, help students achieve the highest standards they can and provide meaningful reports on students’ achievements’ (ACT Government Education and Territory, N.D., p.6). According to McMillan (2011), assessment can be conducted before, during or after instruction for the purposes of gathering information. Some reasons for conducting assessments are traditional while others such as providing students feedback, preparing students for high-stakes testing and motivating students have become more important due to the ‘changes in learning and motivation theory, curriculum alignment, and the current context of high-stakes testing (McMillan, 2011, p.10). It is important for teachers to know the reasons for assessment. This determines how the assessment should look, how it is conducted and scored, and how the outcomes of these will be used to transform not only the way teachers instruct but also to transform the way students learn (McMillan, 2011).

Assessment is a key professional skill for the teacher and central to classroom practice. Assessment has an emotional impact and teachers have to be constructive, sensitive, and recognize that learners have a range of achievements. According to Assessment Reform Group (ARG), (2002), these are principles that are foundational to assessment for learning and assessment as learning (formative assessment). Assessment for learning (formative) and assessment of learning (summative) are both part of an ongoing cycle that involves documenting and evaluating students learning as well as planning tools used to assess students (ARG, 2002). Furthermore, according to Anoka-Ramsey Community College (2013), assessment can occur throughout many levels. At the student and class level, assessment may provide vital information to the teacher on a day-to-day basis. At the school or community level, it may assess critical thinking skills. According to Anoka-Ramsey Community College (2013), assessment must work collectively to find out progress at all levels. It may be that at the primary school level, teachers should work and plan collectively to find out how students are progressing, not only through the learning experience but also at class, school, community and state level. At the most general level (student/class), choosing the correct assessment tool or strategy to assess, is vital.

Using one assessment tool or strategy for a range of purposes is like using only a hammer to build an entire house. According to McMillan (2011), it is important to use a variety of assessment tools (including alternative and authentic assessment forms) to match learning targets and learning styles. These should assess the various domains, improve student learning and motivation, enhance achievement while at the same time not have a negative emotional impact. According to ACT Government Education and Territory (N.D.), teachers should choose assessment tools that are fair and enable students to demonstrate achievements. The tools available during diagnostic, formative and summative assessments are vast. According to McMillan (2011), effective questioning, formal formative assessment, formal observation and informal observation are tools that can be used to assess student performance, student attentiveness, confidence and interest. According to ACT Government Education and Territory (N.D.), assessment strategies can include anything from anecdotal notes, authentic tasks, checklists, scales, charts, conferences, contracts, games, diagnostic inventories, peer evaluation, portfolios and rubrics. Other tools and strategies include self-evaluations, simulations, student journals, student profiles and student-led conferences. A variety of assessment tools and strategies may be used to provide opportunities for student success that matches their learning style (McMillan, 2011) and assessment at various levels.

Assessment at the various levels (individual, classroom and school) and domains (knowledge and simple understanding, deep understanding and reasoning skills, products, and affect) need to occur when preparing and scheduling assessment. It is important to understand the purposes of assessment so that it can improve learning, inform teaching and therefore have a transformative impact. The correct selection of a wide variety of tools and strategies (including the alternative and authentic forms) should not have any negative emotional impact on the student and be used to assess the student, class and school. At student and class level, it should assess knowledge and simple understanding, deep understanding and reasoning skills, products, and student affect through authentic instruction and performance assessments. According to Popham (2009), the affective traits acquired and exhibited in school is more crucial than students’ cognitive achievements. At school level, it may assess cognitive skills, however, Popham (2009) encourages teachers to use affect inventories. The principles of assessment outlined allow “teachers to be flexible and adaptable, have a broad scope of application and provide a substantive nexus between theory and practice” (Cole and Chan, 1987, p.13.).

References

Anoka-Ramsey Community College. (2013). Levels of assessment. Retrieved from: http://www.anokaramsey.edu/en/about/Information/Assessment/AssessmentLevels.aspx

Assessment Reform Group (ARG). (2002). Assessment for Learning: research-based principles to guide classroom practice. United Kingdom (UK): Cambridge University, School of Education.

Australian Capital Territory (ACT) Government Education and Training, (n.d.) Teachers’ Guide to Assessment. ACT: Catholic Education Office.

Chan, P. G., Cole &, 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, Victoria: Cengage.

Killen, R. (2008). Effective Teaching Strategies. Melbourne: Thomson Social Science Press.

McMillan, J. H. (2011). Classroom assessment: Principles and practice for effective standards-based instruction (5th ed.). Australia: Pearson.

Popham, J. W. (2009). Assessing student affect. Educational Leadership (67)1, 85-56. Alexandria, VA: Association for Supervision and Curriculum Development.