The Co-Regulation of Student Learning in an Assessment for Learning Culture

2016 ◽  
pp. 259-273 ◽  
Author(s):  
Linda Allal
Keyword(s):  
Student Learning ◽  
Assessment For Learning ◽  
Learning Culture

Enhancing Student Learning and Teacher Development: Does “Assessment for Learning” Matter?

2020 ◽  
Vol 29 (3) ◽  
pp. 275-292
Author(s):  
Shun Wing Ng ◽  
Yee Wan Kwan ◽  
Ka Hio Huey Lei
Keyword(s):  
Student Learning ◽  
Teacher Development ◽  
Lesson Study ◽  
Assessment For Learning ◽  
Learning Performance ◽  
Variation Theory ◽  
Study Approach ◽  
Field Notes ◽  
Improving Student Learning ◽  
Teachers Professional Development

This paper aims to report a case study of exploring the effect of “assessment for learning” on improving student learning and facilitating teachers’ professional development in the examination-oriented context of Hong Kong. By adopting Variation Theory of the Lesson Study approach, data were collected through pre- and post-tests, interviews with students and teacher participants and observation field-notes in order to help diagnose students’ learning difficulties and provide evidence for teachers to refine their teaching strategies to enhance students’ learning effectiveness. The students’ improvement in learning performance informed the teacher participants of the usefulness of ‘assessment for learning’ in the classroom.

scholarly journals Responding to Assessment for Learning

2021 ◽  
Vol 26 ◽  
pp. 18-28
Author(s):  
Gavin Brown
Keyword(s):  
Student Learning ◽  
Human Performance ◽  
Higher Order Thinking ◽  
Assessment For Learning ◽  
Pedagogical Practices ◽  
Validity And Reliability ◽  
Classroom Activities ◽  
Reliable Interpretation ◽  
The Moment

Assessment for learning (AfL) is a major approach to educational assessment that relies heavily on pedagogical practices, such as involving students in assessment, making transparent objectives and criteria, and asking open-ended questions that provoke higher order thinking. In this perspective piece, I argue that without the possibility of opening classroom activities to systematic and rigorous inspection and evaluation, AfL fails to be assessment. AfL activities happen ephemerally in classrooms, leading to in-the-moment and on-the-fly interpretations and decisions about student learning. In these contexts, determination of the degree of error in those judgements does not happen. Because human performance is so variable and because the samples teachers use to make judgements are not robustly representative, there is considerable error in their judgements about student learning. Nonetheless, despite the difficulties seen in putting AfL into practice, they appear to be good classroom teaching practices. In contrast, assessment proper requires careful inspection of data so that alternative explanations can be evaluated, leading to a preference for the most valid and reliable interpretation of performance evidence. Psychometric methods not only quantify amounts or qualities of performance, but also evaluate the degree to which judges agree with each other, leading to confidence in the validity and reliability of insights. Consequently, because AfL activities lack the essential characteristics of paying attention to error and methods of minimising its impact on interpretations, I recommend we stop thinking of AfL as assessment, and instead position it as good teaching.

Assessment for Learning

2017 ◽  
pp. 19-35 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Student Learning ◽  
Significant Role ◽  
Learning Process ◽  
Assessment For Learning ◽  
Formative Feedback ◽  
Group Assessment ◽  
Use Of Technology ◽  
Effective Use ◽  
Summative Feedback ◽  
Support Students

To support students, make effective use of feedback to improve their learning, this chapter provides practical tips and strategies for teachers to stimulate their students' interest in feedback, assimilate its significant role and get involved in interpreting, reflecting and acting upon feedback comments. The author focuses on both summative and formative feedback. For summative feedback, one's concern is to encourage students to interpret grades/marks, reflect upon them and transform them into plans and actions. This is through using reflective worksheets and other post-exam tasks in class which are designed by the author. Feedback within self, peer and group assessment approaches is also concerned in this chapter. Other kinds of reflective worksheets are suggested to be used to reflect on the student learning process as part of the student portfolio, journal or set separately, in addition to the use of technology, i.e., class blogs to enhance such reflection.

Assessment for Learning

2020 ◽  
pp. 1090-1105
Author(s):  
Zineb Djoub
Keyword(s):  
Student Learning ◽  
Significant Role ◽  
Learning Process ◽  
Assessment For Learning ◽  
Formative Feedback ◽  
Group Assessment ◽  
Use Of Technology ◽  
Effective Use ◽  
Summative Feedback ◽  
Support Students

To support students, make effective use of feedback to improve their learning, this chapter provides practical tips and strategies for teachers to stimulate their students' interest in feedback, assimilate its significant role and get involved in interpreting, reflecting and acting upon feedback comments. The author focuses on both summative and formative feedback. For summative feedback, one's concern is to encourage students to interpret grades/marks, reflect upon them and transform them into plans and actions. This is through using reflective worksheets and other post-exam tasks in class which are designed by the author. Feedback within self, peer and group assessment approaches is also concerned in this chapter. Other kinds of reflective worksheets are suggested to be used to reflect on the student learning process as part of the student portfolio, journal or set separately, in addition to the use of technology, i.e., class blogs to enhance such reflection.

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