Transcript Introduction to Assessment for Learning by Dr. Marina Wong

Introduction to
Assessment for Learning
by
Dr. Marina Wong
Hong Kong Baptist University
Department of Education Studies
Terminologies
 Formative assessment
 Summative assessment
 Outcomes-based assessment
 Alternative assessment
 Authentic assessment
 Performance (based) assessment
 Classroom assessment
 Assessment for Learning
Definitions of
Assessment for Learning
 S should be assessed by a diversity of
assessment modes according to the purpose
and process of learning, and not just
academic outcomes (CDC, 2000: 54)
 Formative assessment should be used to
provide feedback that motivates and
improves learning (CDC, 2000: 54)
Modes of assessment
 Worksheets
 Performance / presentations / practical tests
 Portfolio / projects /concert reports
 Self assessment
 Peer assessment
Important components
 Assessment strategies which are integrated
with learning activities
 Explicit assessment criteria
 Negotiation / discussion
 Reflection
 Qualitative feedback
Research and development of assessment practices
 Feedback in which a qualitative comment is
accompanied by a mark is LESS helpful than a
qualitative comment alone (Black & Wiliam, 1998)
 S w/ self-assessment training can foster +ve impact
on performance in external exam. (McDonald &
Bould, 2003)
 Self-assessment can motivate S to be owners of their
learning (Leahy et al., 2005)
 Improving formative assessment produce benefits in
external assessment (Wiliam, 2004)
5 Broad Strategies for implementing
Assessment for Learning
1. Clarifying and sharing learning intentions
2.
3.
4.
5.
and criteria for success
Engineering effective classroom discussions,
questions and learning tasks
Providing feedback that moves learners
forward
Activating S as the owners of their own
learning
Activating S as instructional resources for
one another
(Leahy et al., 2005)