13. Assessment

Jump to: Reflective Activities | Further Reading | Research Briefings | Diagrams and figures

Reflective Activities

Assessment, learning and teaching

• To reflect upon practice
• To help develop feedback that ensures learning is explicit
• To discuss the benefits of self-assessment and peer-assessment with your learners

Classroom strategies

• Asking really good questions
• Thinking about your assessments

Further Reading

Overview

Effective assessment for learning (AfL) strategies are essential.  This chapter discusses assessment from a variety of perspectives and provides classroom strategies for teachers to implement.

This practical text has been written in response to the development of national standards for teachers and trainers in Further Education by FENTO:

Tummons, J. (2005) Assessing Learning in Further Education. Learning Matters. London.

A paper that reports on the need for clarity in assessment procedures, processes and criteria.  This has underpinned widespread use of coaching, practice and provision of formative feedback to boost achievement.  Such transparency encourages instrumentalism:

Torrance, H (2007) 'Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning', Assessment In Education: Principles, Policy & Practice, V14, I3, p. 281, Taylor and Francis. Online [http://dx.doi.org/10.1080/09695940701591867] 

Research Briefings

• Learning how to learn - in classrooms, schools and networks

Diagrams & Figures

• Figure 13.1 Learning objectives
• Figure 13.2 Long-term learning, short-term learning and learning objectives
• Figure 13.3 Learning objectives in context