Assessment For Learning

The learning assessment process is a systematic, ongoing process of gathering, and analyzing information about learning progress, and utilizing this information to improve student performance.

This assessment for learning purposes can be either formative or summative. When learning assessment monitors the learning progress and provides feedback which can be used as a corrective measure to meet set objectives, it can be formative. In this case it is usually used to indicate how students are doing and may suggest alternative learning methods etc.

When the assessment for learning is used as a method to validate or certify whether some particular objective has or has not been met, as a sort of final evaluation instrument, it can be called summative. This type of assessment for learning usually includes entrance tests for educational institutions, and national certification tests.

Why is an assessment for learning necessary? What does it achieve? Assessment answers certain questions, about the student, the institution, the program, the course, the class and so on. For an institution for example, assessment for learning can tell the management how it compares with other similar institutions; whether it meet actually can meet the needs of the community; how it may be improved; whether it meets/exceeds the standards set by the SACS and accrediting agencies and so on. 

For the program, it enumerates what content, skills and values students can learn through the program activities; whether the design of the program is effective; whether the program meets potential employers’ and market needs. For a course it can evaluate whether the course and the prescribed syllabus etc provide adequate exposure to all the competencies that the students are likely to need in their careers. For a course, similarly, it can evaluate the content, skills, and values that students are able to learn through the activities conducted in class.

Assessment for learning can show very clearly whether there is any need to change and/or update the class activities, adjust course content to market needs or change program requirements. A repeat assessment after any changes are made can show how effective they have been.