Module 3 Understanding assessment for learning

Module 3
Understanding assessment for learning
By the end of this module, you'll be able to:

• 
  explain key concepts involved in assessment
  
• 
  explain the purpose of assessment for learning.
  
• 
  identify characteristics of assessment for learning
  
• 
  relate knowledge of assessment for learning to your teaching context
  
• 
  choose assessment activities to promote learning when planning lessons
  
• 
  show how you can address challenges when introducing assessment for learning
  
• 
  relate knowledge of assessment for learning to your teaching contexts.
  

Unit 1 – Reasons to assess and types of assessment
By the end of this first unit of the module, you'll be able to:

• 
  explain key concepts involved in assessment
  
• 
  explain the purpose of assessment for learning.
  

Introduction

Welcome to the Understanding assessment for learning module.
The aim of this module is to explore what's meant by assessment for learning. The module begins by looking at key concepts and purposes of assessment. You'll look at how to introduce assessment for learning in the classroom, consider a range of assessment activities in relation to their teaching contexts and discuss how to deal with possible challenges.
By the end of this first unit of the module, you'll be able to:

• 
  explain key concepts involved in assessment
  
• 
  explain the purpose of assessment for learning.
  

Feelings about assessment

Read these profiles about three different English learners. Do any of them reflect your own experience and opinion about testing and assessment?

José is a confident English speaker and enjoys learning the language. But he always does poorly on tests. He feels that his grades do not reflect his ability, and wishes that his teacher would assess him in different ways, not just written tests.

Keiko spends most of her evenings and weekends studying for upcoming tests. She likes writing tests, because she always does well. Keiko believes tests are the best way to show that she knows the material. It makes her feel confident in her knowledge of English.

Esther thinks tests are a ridiculous waste of time. She believes that instead of studying and taking tests, she and her classmates should be learning and practising language together.

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  What are your own memories of testing and assessment from your school days? If you have positive feelings, is it because you enjoyed studying? Because you performed well? Because it helped you progress? On the other hand, if you have negative feelings, is it because you found it difficult to do well? Did you find it too time-consuming?