Education testing: Assessment OF learning versus assessment FOR learning

MAY 10, 2012

BY: JOE SIEDLECKI
One of the major problems in edureformia is the constant conflation of
assessment OF learning with assessment FOR learning. Weve all been a
part of education testing conversations when we realized, Hey, we arent
talking about the same thing here. Next time, rather than just nodding along, I
suggest you dig into the disconnect and discuss away.

What is the difference?

Assessment OF learning involves looking at assessment information at the

end of the teaching and learning process to rank students achievement
levels against a standard. It is summative in nature and typically involves
standardized tests. Assessment OF learning scores are often used to rate
teachers or schools ability to move student achievement based on the results
of single, point-in-time tests e.g., those generated by Northwest Evaluation
Association (NWEA) or state tests.

Assessment FOR learning embeds assessment processes throughout the

teaching and learning process to constantly adjust instructional strategy.
While it can include test data, it also addresses other quantitative and even
qualitative data, and even encompasses a great deal of anecdotal and
descriptive data. Using NWEA in conjunction with teacher generated daily
data (checks for understanding, exit tickets, observations of student
engagement) to alter instructional strategy during lesson or unit delivery is an
example of assessment FOR learning in action.

Can they both be present?

Certainly, theres no either/or equation at play. Tests like NWEA and Scantron
Performance Series are increasingly being used to evaluate student progress
and provide data for instructional planning and decision making.

The distinction, though, is that in assessment FOR learning, the test data is
just one data element in the discussion, and the assessment process is
constant rather than at a single point in time.

Whats the future?

One day I hope that the conflation goes away. Why? Because what we
should really be talking about is assessment AS learning a process where
students are aware of their own learning objectives, where they take
responsibility for meeting those objectives, and where teachers assist
students in their individualized learning paths. (An added benefit of
assessment as learning is that it can be used to help students self-reflect on
their behavior and attitudes as well as their learning.)

Only when we stop doing assessment to students or for students and

do assessment with students will we truly be building their intellectual
independence and ability to think critically.

To hear teachers talking about the results of using assessment AS learning,

watch this video on how students in Charlotte-Mecklenburg schools
responded to teachers efforts to share assessment results on an ongoing
basis.

http://www.msdf.org/blog/2012/05/education-testing-assessment-oflearning-versus-assessment-for-learning/

Assessment FOR learning is more commonly known as formative & diagnostic

assessments. Assessment FOR learning is the use of a task or an activity for the
purpose of determining student progress during a unit or block of instruction.
Teachers are now afforded the chance to adjust classroom instruction based upon
the needs of the students. Similarly, students are provided valuable feedback on
their own learning.
Assessment OF learning is the use of a task or an activity to measure, record and
report on a student's level of achievement in regards to specific learning
expectations. These are often known as summative assessments.
http://www.tvdsb.ca/webpages/takahashid/techdia.cfm?
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