Assessment is vital to the education process. Assessment for Learning, also known as Formative assessment, refers to ongoing and interactive assessments of students’ progress and understanding throughout task performances. Assessment for learning allows for learning needs and teaching strategies to be identified, adjusted and diagnosed appropriately in relation to ‘next step '. It provides opportunities to optimise the student achievement levels and to attain a greater equity of student outcomes and performance. (ARG, 2002) Formative assessment seeks to promote, guide and involve students in assessing and managing their learning by addressing: Where Am I Now?, Where Am I Trying to Go? , How do I get there?, whilst teachers address their role
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Teachers must ensure that learning goals or success criteria, as well as feedback are defined in a clear, simple and specific format that brings about understanding. This explicit learning process is to ensure students’ involvement to unpack and co-construct Learning goals intention, with and alongside teachers in an understandable way together, according to their own needs. (Booth, Hill and Dixon, 2014) Assessment for learning focuses on the goal setting achievements of individuals learning needs, by providing strategies that approach ways to ‘close the gap’ between the students current and desired level of performance-reaching toward their next steps.(Florez and Sammon, 2013) Assessment principles and approaches aspire to develop goal oriented students with assessment capability, which takes place during the learning process moments of transparent teaching and descriptive feedback. Students should be constantly reminded of the criteria or learning goals during the learning process to ensure learning is being evaluated and feedback is given to analyse students’ progress when determining their next steps. (Florez and Sammon, …show more content…
Any learning progress and improvements made by the student in relation to their previous state deserves recognition and feedback. Giving students feedback on ways of which to improve, contributes to the development of autonomous thinking and explicit learning, and helps close the gap between current and desired performance.(Florez and Sammon,2013) Specific and constructive feedback re-directs the co-constructed goals in students learning for higher achievement outcomes. Feedback fed through dialogue that fosters motivation, promotes effective and constructive potential evaluation for students to implement when managing their own learning. Engendering assessment capable students, requires feedback that outcomes learning orientation. (Booth, Hill and Dixon, 2014) This provides students with the information to articulate achievement aspects of their work and constitute quality. Students can then construct a way forward through learning partnerships and sense making. (Tunstall& Gipps, 1996). Feedback is an
Teachers must ensure that learning goals or success criteria, as well as feedback are defined in a clear, simple and specific format that brings about understanding. This explicit learning process is to ensure students’ involvement to unpack and co-construct Learning goals intention, with and alongside teachers in an understandable way together, according to their own needs. (Booth, Hill and Dixon, 2014) Assessment for learning focuses on the goal setting achievements of individuals learning needs, by providing strategies that approach ways to ‘close the gap’ between the students current and desired level of performance-reaching toward their next steps.(Florez and Sammon, 2013) Assessment principles and approaches aspire to develop goal oriented students with assessment capability, which takes place during the learning process moments of transparent teaching and descriptive feedback. Students should be constantly reminded of the criteria or learning goals during the learning process to ensure learning is being evaluated and feedback is given to analyse students’ progress when determining their next steps. (Florez and Sammon, …show more content…
Any learning progress and improvements made by the student in relation to their previous state deserves recognition and feedback. Giving students feedback on ways of which to improve, contributes to the development of autonomous thinking and explicit learning, and helps close the gap between current and desired performance.(Florez and Sammon,2013) Specific and constructive feedback re-directs the co-constructed goals in students learning for higher achievement outcomes. Feedback fed through dialogue that fosters motivation, promotes effective and constructive potential evaluation for students to implement when managing their own learning. Engendering assessment capable students, requires feedback that outcomes learning orientation. (Booth, Hill and Dixon, 2014) This provides students with the information to articulate achievement aspects of their work and constitute quality. Students can then construct a way forward through learning partnerships and sense making. (Tunstall& Gipps, 1996). Feedback is an