Assessment For Learning
How do teachers assess the progress of pupils’ work? Do they always consider that pupils learn more efficiently when they are in the centre of the teaching & learning process?
Traditional teachers give importance to the teaching part of the process , ignoring how pupils learn best. They don’t accept that pupils should take part actively in such process as well as reflect upon their own learning. These teachers along with their traditional and obsolete methods use summative assessment. In other words, teachers give pupils A, those learn only A and are marked based on A which ends up being a linear process.
In contrast with this approach, Assessment for learning is based on the idea that pupils will improve their learning if they understand the aim of such learning, where they are in relation to it and how they can achieve the aim. Teachers who assess children in such formative way use a range of ongoing assessment techniques in the classroom such as sharing goals with pupils, giving feedback that helps pupils to keep informed about their learning, self-assessment, peer-assessment, etc.
Pupils’ learning can be assessed in different ways ( not just with tests or exams), for instance by observing pupils, through questioning, by talking with them about their learning,…
Feedback to pupils leads to new learning and helps both teachers & learners to take further steps when planning. Thus, planning and assessment are interdependent processes.
Assessment for learning also emphasizes motivation and self-esteem, essential for effective learning and progress which is increased by effective learning techniques.
Once you start using AFL in class and witness the benefits of it, you will never think of stepping backwards into the gloomy cave of traditional teaching .
Assessment For Learning: http://en.wikipedia.org/wiki/Assessment_for_Learning
AFL tools :