EDO STATE UNIVERSITY,

UZAIRUE
COURSE TITLE: PRINCIPLE OF
EDUCATION AND TEACHING
METHODOLOGY
COURSE CODE: NSC 435
PRESENTATION FOR GROUP
TOPIC: ASSESSMENT FOR
LEARNING AND TEACHING
1.Okitiakpe Ebruphiyo Testimony ;AHS/NUR/20001684
2.Okorobie ogheneruno Katherine ;AHS/NUR/21002367
3.Oladipo Deborah Oluwaseun ;AHS/NUR/21002196
4.Olannye Ruth Ogorchukwu;AHS/NUR/20001685
5.Olayeni olaide Mary ;AHS/NUR/20001686
6.Oloriegbe Desree Orinami ;AHS/NUR/20001687
7.Omage Eseosa Karen Happouch;AHS/NUR/20001688
8.Omenoku Peculiar Chidinma;AHS/NUR/20001689
9.Omijie Ofure Ilobekemhen ;AHS/NUR/20001690
10.Omolua Eniye Oluwatobi ;AHS/NUR/20001691
OUTLINE
>INTRODUCTION
 WHAT IS LEARNING ?
 WHAT IS TEACHING ?
>BENEFITS FOR ASSESSMENT FOR LEARNING
>TYPES OF ASSESSMENT FOR LEARNING
>ASSESSMENT OF LEARNING STRATEGY
INTRODUCTION.
ASSESSMENT is the process of defining,
selecting, designing, collecting, analyzing,
interpreting, and using information to
increase students' learning and development.
Assessment for learning also known as AFL
is a cyclical approach to teaching and learning
used by both teachers and students to help
learners fulfil their potential. The information
created through AFL notifies both learners
and teachers where students are in their
learning. This then informs the teaching
practice so that educators know how to
amend their approach accordingly – to
support students in getting where they need
to be. Through this cycle, students are
actively engaged in their learning, and they
also learn the strategies required to maximise
their own progress.
WHAT IS LEARNING : Learning is a process of
acquiring knowledge, skills, or behaviors
through study, experience, or teaching. It
involves the encoding, understanding, and
application of information, leading to a
change in an individual's capabilities or
mindset. Assessment of learning involves
evaluating students' understanding and skills,
often through exams or projects. Teaching
assessment assesses educators' effectiveness
in facilitating learning. Both are crucial for
enhancing educational outcomes.
WHAT IS TEACHING: Teaching is the
intentional and systematic process of
imparting knowledge, skills, or values to
others. It involves various methods,
strategies, and interactions designed to
facilitate learning and promote understanding
in individuals. Assessment of teaching
involves evaluating educators' methods,
communication, and impact on student
learning. It can include peer reviews, student
feedback, and classroom observations to
ensure effective and engaging teaching
practice.

The Benefits of ASSESSMENT FOR LEARNING

The many benefits of using effective
assessment for learning include:
1. Improved relationships between teachers
and students.
2. Improved attainment and achievement.
3. Improved confidence, resilience, and self-
esteem amongst learners.
4. Improved classroom culture and teaching
and learning environments.
5. Improved productivity and sense of
motivation.
6. Improved metacognitive talk in the
classroom.
Types of Assessment for Learning.
When considering AFL, we need to make the
distinction between formative and summative
assessment :
Summative assessment is assessment that
is implemented at the end of the course of
study. Its primary purpose is to produce a
measure that "sums up" student learning.
Summative assessment is comprehensive in
nature and is fundamentally concerned with
learning outcomes. Teachers use summative
assessment when they are assessing how far
a child has come and what they have
achieved. While summative assessment is
often useful to provide information about
patterns of student achievement, it does so
without providing the opportunity for students
to reflect on growth, identify areas for
improvement and does not provide an avenue
for the instructor to modify teaching strategy
during the teaching and learning process.
(Maki, 2002) Example of summative
assessment include end of topic tests,
GSCEs, A Levels, finial exams or papers
Formative assessment, involves the
evaluation of student learning over the course
of time. Its fundamental purpose is to
estimate students' level of achievement in
order to enhance student learning during the
learning process. By interpreting students'
performance through formative assessment
and sharing the results with them, instructors
help students to "understand their strengths
and weaknesses and to reflect on how they
need to improve over the course of their
remaining studies." (Maki, 2002, pg. 11) Pat
Hutchings refers to this form of assessment as
assessment behind outcomes. She states,
"the promise of assessment-mandated or
otherwise-is improved student learning, and
improvement requires attention not only to
final results but also to how results occur.The
most effective form of formative assessment
takes place live, minute-by-minute, day-by-
day. It is assessment that takes place while
students are still engaged in the learning.
Formative assessment allows students to
identify and address any misconceptions
before their summative assessments.

NOTE: There are some forms of assessment

which can be both formative and summative.
If students completed a test paper in class to
assess their knowledge at the end of a unit,
but then mark it individually, or as a class or a
group to receive immediate feedback that
addresses misconceptions, then this would
encompass both forms of assessment.

ASSESSEMENT FOR LEARNING STRATEGY

There are six key assessment for learning
strategies. Here, we focus on what these are
and provide some examples for how each
strategy can be incorporated into everyday
learning within the classroom:
1. Direct observation
With direct observation, the teacher
observes small groups or pairs of children
working on a task. It can be implemented at
any point during the lesson. This form of
assessment requires no direct participation
from the students who continue the lesson
and task as normal, often unaware they are
in fact carrying out an assessment activity.
An example of this form of assessment is
starting a maths lesson with a challenge,
with no prior teaching. This is the perfect
opportunity to observe what students
already know and how they are able to
apply their previous learning to cope with a
new situation
2. Questioning
Questioning can be an effective assessment
tool in a teacher's armoury when it is used
well. However, the Assessment Reform Group
(ARG) found that questions used by teachers
were sometimes not challenging enough
Questions need to encourage children to think
critically and share their ideas, as opposed to
always writing them down.

Effective questioning enables teachers to:

• provide instant feedback to pupils;
• address misconceptions;
• close gaps as they arise.
3.FEEDBACK.
For AFL to be effective and have an impact,
teachers need to be doing more than simply
observing and asking questions.
The information the teacher gathers during
this stage needs to be used well to identify
where the learners are, any misconceptions
they have and the next steps they may need
to take. Effective feedback is key to ensuring
that assessment for learning strategies
actually have an impact on student
understanding and learning outcomes.
There are two main types of feedback:
• evaluative (grades or brief comments)
• descriptive feedback (helpful comments and
next steps)
Descriptive feedback provides children with
more detailed and useful information than
evaluative feedback. It contains specific
information on what they have done correctly,
but also how to improve their learning.
4. Self-assessment
Self evaluation and self-assessment strategies
are important for ensuring AFL is impactful, as
with these, children have greater involvement
with their own learning and learning tasks,
whilst also promoting their metacognition (the
ability to think about their thinking) and
building their collaborative learning skills.
Self-assessment examples include:
• Traffic lights
5. Peer-assessment
Peer assessment is a useful form of AFL as
children often are more accepting of
observations about their work when made by
a peer, compared to when made by a teacher.
The language used by their peers can make it
more accessible to them.This is obviously
reliant on there not being conflict and
students working well together
6. The formative use of summative
assessment
There is a common misconception that
formative assessment is made up of quizzes
and polls, whilst summative assessments are
exams and tests.But it is important to note
that it is not the form of the assessment that
makes it either formative or summative, but
instead is how the feedback is used. This
means that traditionally formative
assessments can be reworked to used
formatively
 •Example; Students create their own exam
questions: this encourages them to think
deeply about their learning and what
information is important from that lesson or
topic. Involving students like this also
increases motivation.
CONCLUSION.
Assessment for learning is a key component
of the teaching and learning process. Utilising
a range of strategies provides teachers with
the information necessary to determine where
the children are in their learning at any given
moment and to identify any gaps which may
prevent them progressing and moving
forward.
AFL also enables children to take an active
role in their own learning. With a greater
understanding of the aims, children can
understand what is needed to achieve
success and are able to play a role in moving
their learning forward.
If these assessment checks aren't made, then
teachers and students will not have an
accurate picture and understanding of where
they are or what they need to do in order to
progress further.an be reworked to be used
formatively.
REFERENCE.
Earl L. & Katz S. (2006). Rethinking
Classroom Assessment with Purpose in Mind.
Department for International Development,
DFID (2012). Guidance Note: A DFID Practice
Paper on National and International
Assessment of Student Achievement. Abuja.
Frender G (2004). Learning to learn:
strengthening study skills and brain power.
Incentive Publications.
Harris D, Bell C ( 1994 ) . Evaluating and
assessing for learning.
Huddleston P, Unwin L ( 2002 ) . Teaching and
learning in further education: diversity and
change.