A collaborative presentation on different type of assessments in education as a group project for Masters in education program. Co-presented with Ms. Anari, Ms. Divya, Ms. Jie , and Mr. Simon

1. EDUC 5440: Assessment and Evaluation
Group 0001C
Anari Dolita - ELA Teacher in China
Divya Raghav - Maths & Science Teacher in India
Jie Li - Grade 2 Math Teacher in China
Niketa Suri - PYP Homeroom Teacher in Iraq
Simon Egan - Primary School Teacher in England
Professor D. McCollum
September 2020
University of the People

2. Group Roles
Divya Raghav :Team Leader is responsible for the final
product and to assure the team functions well.
Jie Li : Record keeper analyzes and presents the decision-
making process at the end of Unit 7
Niketa Suri : Progress chaser produces a ‘timed agenda’
and ensures it is respected
Simon Egan : Presentation organizer is responsible for
producing the presentation

3. Introduction
We are a group of teachers at the “Everest
International School” who are creating a
detailed plan of implementing the three
assessments in our school, starting with a
pilot project in Grade 5.
Assessments “For” Learning (AfL)
Assessments “Of” Learning (AoL)
Assessments “As” Learning (AfL)

4. Phase 1- Assessment for Learning
Diagram showing several benefits of Assessment for Learning (Campbell, 2012).

5. Assessment
FOR Learning
(AfL)
•Assessment for learning (AfL) is a assessment approach
with the purpose of improving learning (Angela & Cross,
1993). It achieves this through diagnostic testing to assess
gaps in knowledge understanding and application.
•As AfL is a formative assessment method, meaning it
aims to change learning, it is process oriented and more
focused on the means than the end goal (Berry, 2008). It
often becomes a continuous cycle of assessment and
interaction between the educator and learner to perfect
the work and learning process (Krutka, 2016).This
dialectical relationship serves to inform the teacher of the
needs of the learner throughout the process of learning so
that it can be adapted for the next stage of learning (Earl,
2003). It is a learner centered approach which is why it is
the preferred assessment method of the International
Baccalaureate (2018).

6. Reasons to implement Assessment FOR
learning
● It provides feedback to each learner about
their learning (Berry, 2008).
● Teachers can adjust teaching methods based
on the feedback provided through AFL.
● Learners become more independent in their
learning as they take part in peer assessment
and self-assessment.
● It improves learner outcomes (Berry, 2008).
● AFL increases confidence and create a sense
of self-efficacy among learners (NSW
Education Standards Authority, n.d.).
● It changes the culture of the classroom.
(Bullock, 2019)

7. Instruments of Assessment FOR Learning
● Questioning.
● Observations.
● Conversations.
● Feedback of homework.
● Quizzes, tests and examinations.
● Journals and learning logs.
● Surveys, investigations and
projects
● Computer-based assessment.
● Peer and self assessment.
Students completing a learning log (Eames, 2020).

8. Benefits of the Assessment FOR Learning
● Provides regular feedback to students and
teachers (Berry, 2008).
● Helps in defining learning goals (Nicol &
Macfarlane-Dick, 2005)
● Helps in understanding learner
requirements.
● Helps in creating Personalized and
differentiated learning environment.
● Helps in improving academic achievement.
● Provides motivation to Students.
● It helps in Increasing student engagement .
● Learners can self-regulate their learning
(Nicol & MacFarlane-Dick, 2005).

9. Analysis of
Group
Process:
Phase 1
Week 1: Moodle has been decided as the GroupTask
Communication application since a few of the Group
members can not access WhatsApp. This decision was
unanimous.
•Simon set up the Google docs for planning and Google
slides for presenting work and took on the presentation
organizer role. Other group members also chose their
roles for the group task.
•Niketa and Simon contributed to complete phase 1
(assessment for learning). Anari added pictures and
additional information on phase 1. Jie added the
instruments of assessments for learning.

10. Phase 2
Assessment of
Learning
(Rocha,
2016)

11. Assessment OF Learning (AOL)
“Assessment of learning refers to strategies
designed to confirm what students know,
demonstrate whether or not they have met
curriculum outcomes” (Western and Northern
Canadian protocol for Collaboration in
Education, 2006, p. 55).
“Students need to adopt and active and
reflective role in planning, managing and
assessing their learning” (Western and
Northern Canadian protocol for Collaboration
in Education, 2006, p. 56).
A visual representation of the learning cycle (Yeager, 2018).

12. Reasons for using Assessment OF Learning
(Watwood, 2020)

13. Instruments of Assessment OF Learning
● Year end , midterm exams or end
of term examinations.
● Essay’s
● Presentations.
● Project work
● Creative portfolio.
● Chapter / unit tests.
● Standardised tests (Examples,
SATs, GCSEs and Board
examinations.)

14. Benefits of Assessment of Learning

15. Phase 2
Analysis of
Group Process
Week 2
The Group Collaborated on Moodle and discussed further
tasks.
• Divya created the slides for Phase 3, Assessment as
Learning.
• Niketa, and Anari worked on the slides for Phase 1 &
2.
• Simon edited slides, created references and gave
feedback.
• Jie worked on the format of the PPT.
Assignment is on schedule.

16. Phase 3
Assessment as
Learning
“Assessment as learning is a
process of developing and
supporting metacognition for
students” (WNCP 2006, p. 13).
(MO EDU-SAIL, n.d.)

17. Reasons for using Assessment AS Learning
(AISNSW,n.d.)

18. Instruments of Assessment AS Learning
● Self- assessment
● Self-reflection
● Self-evaluation rubrics
● Mind map
● Checklist
● Learning Logs
● Reflective Journals
● Mentoring among
students
● Portfolios
(Rowe, 2012)

19. Benefits of Assessment AS Learning
Benefits to Teachers
● Helps facilitate learning of students
● Teacher facilitates the process of
metacognition and reflection
Benefits to Students
● Student become the connector
between learning and assessment
● Develops Metacognition which helps
in preparing the student for life-long
learning Assessment cycle (Cambridge Assessment International
Education, 2011)

20. Self-Reflection as Instrument for Assessment as
Learning

21. Benefits of using Self-Reflection
Creazilla. (n.d.)

22. Phase 3
Analysis of
Group Process
Week 3
The Group Collaborated on Moodle and discussed further
tasks.
• Divya worked on the benefit of assessment as
learning.
• Niketa, Simon and Anari worked on the slides
• Simon formatted the references
• Jie edited the reasons for using assessment as
learning and the instruments.
Assignment is on schedule.

23. Conclusion

24. References
AISNSW. (n.d.). Assessment as learning.
https://i.pinimg.com/474x/9b/6e/7c/9b6e7c2edb468cf92bd6ac629fbdc159.jpg.
Angelo, T and Cross, K.P. (1993). Classroom assessment techniques a handbook for
college teachers. Jossey-Bass A Wiley Imprint, San Francisco, CA.
Berry, R. (2008). Assessment for learning (Vol. 1). Hong Kong University Press.
https://ebookcentral.proquest.com
Bullock, D. (2019). Assessment for learning. British Council.
https://www.teachingenglish.org.uk/sites/teacheng/files/styles/large/public/image
s/light_bulb_RS4558_176430210-web_0.jpg?itok=1fxqPZNu.
Campbell, B. (2012, May 29). Assessment For Learning. The Art of Education.
https://artofeducation.wordpress.com/2012/05/29/assessment-for-learning/
Cambridge Assessment International Education. (2011). Getting started with Assessment
for Learning. Cambridge-Community.Org.Uk. https://cambridge-
community.org.uk/professional-development/gswafl/index.html
Cambridge Assessment. (2019). Getting started with Assessment for Learning.
https://cambridge-community.org.uk/professional-
development/gswafl/index.html.

25. References
Creazilla. (n.d.). Schoolgirl at Her Desk clipart. Retrieved 30/09/2020 from
https://creazilla.com/nodes/33935-schoolgirl-at-her-desk-clipart
Eames, S. (2020). Good science teaching starts with assessment. Explorify.
https://explorify.wellcome.ac.uk/blog/good-science-teaching-starts-
with-assessment
Earl, L. M. (2003). Assessment as Learning: Using ClassroomAssessment to
Maximize Student Learning.Thousand Oaks, CA: Corwin.
Guskey,Thomas. R. (2019). How ClassroomAssessments Improve Learning
- Educational Leadership. Ascd.Org.
http://www.ascd.org/publications/educational-
leadership/feb03/vol60/num05/How-Classroom-Assessments-
Improve-Learning.aspx
International Baccalaureate (2018). Assessment principles and practices—
Quality assessments in a digital age. International Baccalaureate
Organisation 2017. Retrieved from:
https://www.ibo.org/contentassets/1cdf850e366447e99b5a862aab62
2883/assessment-principles-and-practices-2018-en.pdf

26. References
Kapoor, D. (2020). Flexibility in assessment: the way ahead –
http://www.teacherplus.org.Teacher Plus.
http://www.teacherplus.org/flexibility-in-assessment-the-way-ahead
Krutka, D. (2016, June 02). 5 Educational philosophies [Video].Youtube.
https://youtu.be/3H0DbcDbIbs
Missouri Department of Elementary and Secondary Education (MO EDU-SAIL).
(n.d.). Metacognition. Retrieved 30/09/2020 from https://www.moedu-
sail.org/portfolio-items/metacognition/
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and
self‐regulated learning:A model and seven principles of good feedback
practice. Studies in higher education, 31(2), 199-218.
NSW Education StandardsAuthority. (n.d.). Assessment for, as, of learning.
Retrieved 10/10/2020 from https://syllabus.nesa.nsw.edu.au/support-
materials/assessment-for-as-and-of-learning/
Payne, M., & Miller, M. (2009). A CollaborativeApproach toAssessment:The
Assessment and Improvement Management System (AIMS). Teacher
Education, 18(1), 149–160. https://files.eric.ed.gov/fulltext/EJ851546.pdf

27. References
Rocha, M. (2016). Focus on Assessment. Mrocha2.
https://mrocha2.wordpress.com/2016/01/17/focus-on-assessment/
Rowe, J. (2016). Assessment as learning. http://etec.ctlt.ubc.ca/510wiki/File:Picture_9.png
Watwood, B. (2020). Summative Assessment. Learning In a Flat World.
https://bwatwood.edublogs.org/summative-assessment/
Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking
classroom assessment with purpose in
mind. Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
Yeager, C. (2018). Learning Cycle Logo. Understanding the Learning Cycle Part Four: Assess.
Thinking Maps.
https://www.thinkingmaps.com/understanding-learning-cycle-part-four-assess/.