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Learning Technologies Bulletin 11: Formative Assessment Part 2

This bulletin continues exploring the possible use of ICT tools to conduct formative assessments (FA), with a focus on assessments that serve three different but related functions within the classroom.
 
Formative Assessment: FOR, OF, or AS Learning
In considering whether assessments are meant FOR, OF or AS learning, we can design tasks and assignments that are used in the classroom using a range of tools. 

Purpose Characteristics  ICT Tools
Assessment FOR Learning
Assessment FOR Learning:
·      Often serves diagnostic purposes.
·      Involves the use of a task or an activity for to determine student progress prior to/during a unit. 
·      Allows for ​​feedback that is descriptive, in which the Teacher points out merits and areas for improvement.  
·      Teachers may adjust classroom instruction based upon the readiness and needs of the students. 
·      Students are provided valuable feedback on their own learning.
Polls
Assessment As Learning

Assessment AS Learning:
·      Requires setting of goals, tracking of progress, and reflecting on outcomes.
·      Encourages student ownership over their own learning (self-directedness).
·      Students use assessment as an opportunity to further their own learning. 
·      May involve self/peer evaluation, in which students reflect on their own learning and identify key areas of strength and need. 
 
Online Walls
Padlet
Linoit
Assessment OF Learning
Assessment OF Learning:
·      Often takes place as a summation of a unit’s work.
·      Involves the use of a task or an activity to measure a student’s performance using a specific and specified set of criteria that are aligned to the unit’s expected outcomes. 
 
We hope that you will find the information helpful.
 

Posted byChristopher Foo, Fan Wenying and Pamela Ng

Learning Technologies Team (LTT)

Raffles Girls’ School


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