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Four dimensions of assessment for

learning promote 21st century learning

1. Provide Insight on Student Learning soTeachers Can

Modify Instruction

2. Assess a Broader Range of Skills and Abilities to Provide a

more Robust Portrait of Student Ability

3. Offer students feedback about their learning with

guidance on how they can improve

4. Give Students New Roles in the Assessment Process that

Make Assessment a Learning Experience

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Rubrics
A rubric is an authentic assessment tool used to measure a student's work. It
helps teachers to evaluate a student's performance based on a full range of
criteria rather than a single score got from the written examination.

A rubric is a working guide for students and teachers and the criteria should be
shared with the students, ahead of assessment, to let them know how their
work/performance will be assessed.

It is used in formative assessments and makes the teaching-learning process

more interesting and effective at the same time.

These assessments give immediate feedback to the teachers.

They are learner-centred activities and help students of varied intellectual

capacity.

Learning Logs
Learning Logs are used for students'
reflections on the material they are
learning.

In the log, students record the

process they go through in learning
something new, and any questions
they may need to have clarified.

This allows students to make

connections to what they have
learned, set goals, and reflect upon
their learning process.

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Learning Logs
The act of writing about thinking helps students become deeper thinkers and
better writers.
Teachers and students can use Learning Logs as classroom assessment for
learning, as students record what they are learning and the questions they still
have, and teachers monitor student progress toward mastery of the learning
targets in their log entries.
By reading student logs and delivering descriptive feedback on what the
student is doing well and suggestions for improvement. the teacher can make
the Learning Log a powerful tool for learning.

Self-assessment

Self-assessment is a formative strategy that encourages

students to identify their own strengths and weakness and to
work to make improvements to meet specific criteria.

Encourages students to take control of their own learning

Positive effects on achievement, motivation, self-

perception, communication, and behavior

Allows every student to get feedback on his or her, makes

them less reliant on teachers to advance their learning.

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Peer Assessment
Peer assessment is a process for learners to consider and give
feedback to other learners about the quality or value of their work.

Peer Assessment develops both the assessor and assessees

skills and knowledge.

Peer Assessment is relevant for large classes since students will

always have more time than teachers.

Although any one students feedback may not be as in-depth as

a teachers feedback, research suggests that peer assessment
can improve learning

Peer assessment, or self-assessment, is a process whereby students or their peers grade

assignments or tests based on a teacher's benchmarks.

The practice is employed to save teachers time and improve students' understanding of
course materials as well as improve their metacognitive skills.

Self-assessment is the process of looking at Peer assessment is a process through which

oneself in order to assess aspects that are students and instructors share in the evaluation of
important to one's identity.
student work. It can have many different forms.
It is one of the motives that drive self-
evaluation, along with self-verification and
self-enhancement. Peer assessment deepens students understanding
of their own learning and empowers students to
Self-assessment motive will prompt people
to seek information to confirm their self- become more actively engaged and self-directed in
concept and at the same to enhance their their learning processes
certainty of their own self-knowledge.

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Concept Maps
A concept map is a hierarchical form of structure diagram that illustrates conceptual
knowledge and their relationships within a specific topic from general to specific
concepts.

Concept maps are graphical tools for organizing and representing knowledge. They
include concepts, usually enclosed in circles or boxes of some type, and relationships
between concepts indicated by a connecting line linking two concepts.

A concept map is often known as a flow chart, it is widely used to gain an insight on
the overview and for brain-storming new ideas and developments.

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Reflective Journals
Reflective journals are records of ideas, personal thoughts and experiences, as well as reflections
and insights a student has in the learning process of a course.

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Observations
The teacher carefully observes and records student behaviour in everyday
school settings, for example during oral reading, discussions, seminars, field-
trips, seatwork, independent studies, projects or groupwork. The recordings are
preferably made during instruction or as soon after as possible.

A variety of tools and techniques have been developed that are recommended
for managing the collection and documentation of observations.
Teacher Protocols
Anecdotal Records
Checklists
Rating Forms.

Observations
A teacher protocol is a diary or a logbook in which the teacher assembles
observations. Care is taken to record regularly and to collect notes on all
students.

An anecdotal record is an accurate description of meaningful, actual classroom

events and incidents, written down shortly after the event has occurred. In the
light of everyday constraints this approach is best used for observation in areas
that are difficult to assess by other means.

The student's verbal comments and actions in various natural situations reveal
clues to attitudes, interests, appreciation, habits and adjustment patterns that
cannot be discovered by other means.

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Observations
Checklists are forms used to make observations more systematic and easier to
manage. A checklist is a form used to mark the presence or absence of a
particular behaviour or the qualities of products. Use of checklists are the
convenient method for recording evidence in the area of personal and social
development.

Rating forms are similar to checklists but demand observer evaluation. Rating
forms can be used to rate procedures and products, but are most commonly
used to assess personal and social development, such as commitment, interest,
conduct and cooperation

Observations
Checklist for observing work habits
(mark yes or no)
Follows directions

Seeks help when needed

Works cooperatively with others

Waits turn in using materials

Shares materials with others

Tries new activities

Completes stated tasks

Returns equipment to proper place

Cleans work space

Checklist Rating Scale

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Projects
Projects are research assignments which involve fact-finding and analysis on a
specific area or topic. They are usually in the form of a dissertation, which
contains sections on the project's inception, analysis, findings and conclusions.

Project is a learning experience which aims to provide students with the

opportunity to synthesise knowledge from various areas of learning, and critically
and creatively apply it to real life situations. This process, which enhances
students knowledge and enables them to acquire skills like collaboration,
communication and independent learning, prepares them for lifelong learning and
the challenges ahead.

Projects

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Projects

Portfolio
A portfolio consists of evidence assembled to show how the student can meet
specified learning outcomes or assessment criteria.

Portfolios are a collection of student work gathered over time to assess

student effort, development, and achievement over a period of time.

Portfolios assess a students ability to apply knowledge

Portfolios are easily integrated into classroom instruction

Portfolios foster self-reflection as students are often asked

to review previous assignments and assess strengths and
weaknesses of both their own work

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Competency based assessment

Competency based assessment is a process where an assessor works with a trainee to

collect evidence of competence, using the benchmarks provided by the standards that
comprise the curriculum.
A system of capturing and measuring the students knowledge, skills and attitudes (K S
& A) in an area and the ability in the application of the K S & A to life situations.

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The principles of competency based assessment

Assessment needs to abide by the following principles and must be:

Current
Assessment should take place within a short time of learning.

Valid
All components that are to be assessment must be assessed. There must be sufficient
evidence to ensure that the candidate meets the competency specified by the current
standard. The candidate must not be asked to provide evidence for or be assessed
against activities that are outside the scope of the unit standard.

Reliable
The assessment must be able to stand up to scrutiny. That is, other assessors should
reach the same conclusion. A number of evidence-gathering methods can be used to
ensure consistency.

Flexible
There is no single approach to competency based assessment. Evidence can be
collected using different methods, at different times, under a variety of conditions.
It must be responsive to the needs of the situation and the candidate.

Fair
Assessment must not discriminate against individuals or groups. Different people
and different situations need different assessment methods and, where necessary,
reasonable adjustments to meet individual requirements must be made.

Safe
All work and all assessment must comply with occupational health and safety
requirements.

A variety of learning outcomes requires different assessment approaches.

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