AssessMENT FOR learning

Key Principles of Assessment

Assessment Reform Group’s research-based principles for effective assessment:

1. Assessment for learning should be part of effective planning of teaching and learning

2. Assessment for learning should focus on how students learn

3. Assessment for learning should be recognised as central to classroom practice

4. Assessment for learning should be regarded as a key professional skill for teachers

5. Assessment for learning should be sensitive and constructive, because any assessment has an emotional impact

6. Assessment should take into account the importance of learning motivation

7. Assessment for learning should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed

8. Learners should receive constructive guidance about how to improve

9. Assessment for learning develops learners’ capacity for self assessment so that they can become reflective and self managing

10. Assessment for learning should recognise the full range of achievements of all learners

Assessments are neither summative or formative, it is the purpose of the assessment that determines what it is. If the assessment is used to inform and adapt teaching then it is formative. If its purpose is to judge the extent of students’ learning of material in the course for grading, certification and evaluation of progress, then this is summative.

Summative and formative assessment is not a binary issue, but a continuum. Some tasks are capable of fulfilling more than one function, but this may result in assessment not ideal for either. Any assessment must support the curriculum in place in a school, rather than having the curriculum designed to fit the assessment system. Assessment should be the servant, not the master.

Further research and reading on Assessment: