TSLB3033

Principles and Practice in

English Language Learning

Topic:Assessment as Learning

By Fadli Fadhan

Definition Of Assessment
Assessment is a critical piece of
differentiated instruction as it
helps to identify the most
effective strategies and activities
that will encourage student
learning

Definition Of Assessment as
Learning(ASL)

The process of developing and

supporting
student
metacognition.
Students
are
actively
engaged
in
the
assessment process; that is, they
monitor their own learning

Background
Through this process students are able to learn
about themselves as learners and become aware
of how they learn become metacognitive
(knowledge of ones own thought processes).
Students reflect on their work on a regular basis,
usually through self and peer assessment and
decide (often with the help of the teacher,
particularly in the early stages) what their next
learning will be.
helps students to take more responsibility for their
own learning and monitoring future directions.

Monitoring Metacognition
What is the purpose of learning these concepts
and skills?
What do I know about this topic?
What strategies do I know that will help me learn
this?
Am I understanding these concepts?
What are the criteria for improving my work?

Teachers Roles in
ASL
model and teach the skills of self-assessment
guide students in setting their own goals, and
monitoring their progress toward them
practice and quality work that reflect curriculum
outcomes
work with students to develop clear criteria of
good practice
guide students in developing internal feedback or
self-monitoring mechanisms to validate and
question their own thinking

Assessment AS Learning
Strategies
initially, need to scaffold assessment AS learning
strategies in very clear ways
having students work with you on developing
criteria in rubrics, or by helping them use
metacognitive questions for reflecting on their
work called co-assessment
focus of assessment AS learning on the quality
(not quantity) of the work

Reflection strategies
Learning Logs
You can use learning logs, or learning journals,
and other simple devices for students to reflect on
their recent work (perhaps at the end of their work
with you each week). They may be regular prompts
to respond such as:
a) This week I have learned
b) For next week I am focussing on
c) I will know I am getting better when

 Student friendly check-brics.

Students play their role by using check-bricks in
order to access their learning
Statement
I have a good understanding
regarding the tenses
I understand why verb in present
tense form does not have word ed
at the back
I can explain how past participle
works
I know how to use singular subject
with correct tenses regarding the
situation

Yes

No

 Peer Feedback Protocols

Protocols can be established for peer assessment
that set ground rules for face-to-face (or written)
peer feedback sessions.
Student

Peer assessor

I want feedback most on..

You did well on.. (Good News)

I think these parts need to be
changed.. Because.. (Bad News)

Can you explain a bit more

what you mean about..

(reply and clarify)

I also want feedback on..

You did well on.. (Good News)

I think these parts need to be
changed.. Because.. (Bad News)

Features of assessment of, for,

and as a learning
Approach

Purpose

Reference
Points

Key Acessor

Of Learning

Judgment about
placement,
promotion,
credentials etc

Other students

Teacher

For Learning

Information for
teachers
instructional
decisions

External
standards or
expectations

Teacher

As Learning

Self-monitoring
and selfcorrection or
adjustment

Personal goals
and external
standards

Student

Conclusion
encourages students to take responsibility for
their own learning
requires students to ask questions about their
learning
involves teachers and students creating learning
goals to encourage growth and development
provides ways for students to use formal and
informal feedback and self-assessment to help
them understand the next steps in learning
encourages peer assessment, self-assessment
and reflection.

Reference
-Reprinted with permission from: Earl, Lorna (2003)
Assessment as Learning: Using Classroom
Assessment to Maximise Student Learning.
Thousand Oaks, CA, Corwin Press.
-Assessment For, As and Of Assessment For, As and
Of Learning: Assessment Practices Learning:
Assessment Practices For Aboriginal Students For
Aboriginal Students Facilitators Agnes Dufournaud