EDU431 METHODS OF TEACHING MATHEMATICS AND SCIENCE IN THE PRIMARY/JUNIOR GRADES

Required reading F: Analysis and Reflection.

Title:

Education Testing: Assessment OF Learning Versus Assessment FOR Learning

CITATION: Education testing: Assessment OF learning versus assessment FOR learning.

(2012, May 10). Retrieved from http://blackboard.niagara.edu/bbcswebdav/pid-525615-dtcontent-rid-2120326_1/courses/16SP-EDU431OTECD/READING%20-%20F%20%20%28Education
%20testing%20-%20Assessment%20OF%20learning%20vs%20assessment%20FOR%20Learning
%29.pdf
ABSTRACT:

One of the major problems in

[education assessment] is the
constant conflation of assessment
OF learning with assessment FOR
learning. Included: The difference
between the two assessments and
what the future holds.

ANALYSIS/REFLECTION:

In this article written by Joe Siedlecki, the three forms

of assessment are expressed as well as future implications.
From reading this article it became apparent to me how easily
people can confuse assessment OF learning with assessment
FOR learning. When first referring to these two types of
learning it is difficult to distinguish which assessment to use
for particular outcomes. I know for myself, when I began
creating lesson plans in Teachers College I had to conduct
thorough research to help clarify which assessment was most
appropriate for the lesson outcome I wanted to reach. In
addition to assessment OF learning and assessment FOR
learning, author Joe highlighted the need for more attention
to be paid to assessment AS learning as this form of
assessment allows for student ownership, independent
learning, and self-reflection; all key indicators that promote
student learning and performance. From the various courses
taken at Teachers College I am able to express the importance
of using assessments in the classroom and the benefits that
reflect the students, teacher, and classroom, however, I feel
that it would have been more valuable if this article included
a section that highlighted the importance of understanding
the three forms of assessments, how each assessment can be
integrated into the classroom, and activities/instructional
methods that teachers can use for each assessment. Now, I
understand that individuals who attend Teachers College
(OCTs) have background knowledge of the three types of
assessment, but as this article is available to the public, what
about everyone else? As there are several other members
within the educational field, obtaining such information
would allow them to refer to that information and included it
into their classroom to assess student learning and their own
teaching practices. Nevertheless, it is not about distinguishing
which assessment to use in the classroom, but about how to
integrate EACH assessment to best aid students and teachers
learning and performance!