The paper “ Assessment for, of and as Learning” is a worthy variant of literature review on education. Assessment in learning is the process of documenting in measurable terms the knowledge or skill that one gains through any educative prices, assessment can similarly indulge in measure of attitudes as well as the belief that one has on a certain phenomenon. In assessment learning is the pit into a test, where one is assessed on the extent to which the learned materials have been grasped. Assessment is majorly applied in learning institutions from low level primary to tertiary level.
Assessment makes it possible to rank different persons in their ability to interpret or learn given at a similar environment, the assessment helps to know which skill some has, as well as the capabilities people have towards certain tasks (Stiggins, 2009). This paper tackles the three main assessment question, while completely defining the processes of assessment for many learning processes. Question 1. What is an assessment? According to Huba et al, (2006), assessment in learning can be defined as the process of employing an empirical date on a student to be able to define programs that improve student learning.
Assessment in this definition is meant to mean any evaluative testing that is endured by the examiner to sasses the potential of the student to adopt, memorize comprehend or understand the taught subjects in any learning process (Huba et al, 2006). Defining of programs in this assessment definition is the concept of making the student or the learner be able to define certain concepts in the field learned. Huba et al, (2006) assert that assessment is similarly defined as the process I which information id gathered and discussed from multiple sources, with the aim of deep understanding what the student knows, understand, and how to apply such knowledge in their life processes.
Assessment in learning is defined in a way to ease the way of making some criteria known, applicable, and practical to learners. The process of assessment helps students attain the learning aspects through the assessment results, since it’ s in the results of the assessment that students in most circumstances use them to improve their academic performance (Huba et al, 2006). As Huba et al, (2006) chronicle, assessment is alternatively defined as the systematic basis of making inferences in the learning as well as the development of students, assessment defines, selects, designs collects, analyses, interprets and uses the information provides to increase the student kerning and development.
Assessment collects, reviews, and uses such information about education to evaluate the extent to which the student has reached academically, and how much can they apply such academic credentials in their future lives (Huba et al, 2006). Assessment for, of and as LearningAssessment for learningAccording to Stiggins (2007), assessment for learning is the process used by the teachers as a part of a learning process providing the feedback to adjust the teaching as well as the learning while adjusting the students’ academic achievement in a certain subject.
In the assessment for learning, students are provided with clear learning experiences, where the formative assessment provides the students with clear new learning targets, models as well as the examples of a strong and a weak work (Stiggins, 2007). Similarly, assessment for learning involves regular and descriptive feedback, and ability to assess oneself track a learning process while setting goals for oneself.
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