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 and criteria for success 2. Engineering effective classroom discussions, questions and learning tasks 3. Providing feedback that moves learners forward 4. Activating S as the owners of their own learning 5. Activating S as instructional resources for one another (Leahy et al., 2005)