Assesment for Learning

Week 4: Discussion 1 by Meta Henderson

Key Strategies from the video

  1. Clarifying, understanding, and sharing learning intentions

    This strategy focus on the following:

  • Giving examples- The teacher should demonstrate his arguments by use of examples.

  • At the end of a lesson, the teacher should ask evaluative questions in order to know if the students understood the lesson.

  • Direct focus should be given to the major skills of curriculum, that is analytical, conceptual, information management, communication and lastly meta-cognitive.

2. Establishing effective discussions, tasks and activities in classroom that fosters education
  • In this strategy, the teacher should ask multi-participant questions which should be answered simultaneously by students by use of the white board or any system that may support simultaneous answers.

  • Raising hands system of answering questions should be discouraged and only encouraged when students are asking questions.

  • Lessons should be summarized after every lesson probably in a digital storage devise where students can revise the lectures at their own time.

3, Teachers should provide feedback to help learners progress in their academic
  • When giving feedback, use of examples to support ones argument should be employed.

  • It is very effective to use a 2 star and a wish method whereby the teacher indicates to the students, two areas they have done well and one area of their weakness and what they need to do to improve this.

It is important to note that the best feedback should come from the students to the teacher where their work is evaluated and marked by the teacher in order to know which areas needs more emphasis in the next lesson.

4. Helping students to become learning resource to each other
  • When using strategy, it is advisable to use a preflight checklist in order to systematic respond to the answers the student give each other

  • It is also advisable to use the green, yellow, red method in an attempt to know how the students understand the lesson.

    • Green students are those who have understood well the lesson and can as well explain to each other.

    • Yellow students are those having difficulties understanding.

    • The red students are those who are completely lost.

      In such an instance, taking a break is necessary so that the green students can have time to explain the concepts to the red students as the teacher explains to the yellow students.

5. Triggering students to become owners of their own education
  • In this strategy, students should be advised to try looking for solutions from at least three sources before they ask a question from the teacher.

  • Students should also regularly reflect on their learning by keeping a weekly logbook.

Formative and Summative Assessments

Formative assessment is a good method of evaluating how students are doing in their studies and helps them to improve their performance. It is also a tool that enables the tutors to improve their teaching capability. It points out areas which students have improved in as well as the areas that require more emphasis. It also indicates the strength and the weaknesses of the student. By analyzing this, the school is able to know which areas the students are still struggling in. Example of a formative assessment includes asking the students to summarize a lesson using two sentences (Orlich, 2013).

Summative essay on the other hand focus on the overall students’ learning from a particular educational unit. Example includes end of term exams, presenting a final project or a final unit paper. The use of summative assessment is to guide students during their next level of learning.

Using Formative and Summative Assessments to Create Effective Classroom Environment

Both formative and summative assessments are important in the learning environment. This is because teachers and the faculty at large as well as all the stakeholders of education need to know the progress of the students. In this, formative assessment helps the students who are progressing with a particular unit to continually assess themselves, know the areas and concepts they did not get right and ask for assistance from their fellow students as well as their teachers (Darling-Hammond, and Bransford, 2005). The faculty will also realize the areas which students are struggling with so that they can help them understand.

Summative assessment on the other hand will help to know if the students are qualified for a particular unit s that they can go to the next level of learning. It is also used as a benchmark to show the students who have graduated from a particular level of education. In conclusion, both methods of assessments should be used simultaneously in grading the students’ performance so that each method can complement the weakness of the other. For instance, the grade that a student got from the formative assessment should be counted as a certain proposition of the final grade while summative assessment should also count in the final grade but probable a higher percentage since it covers the whole course unit.


Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.

Orlich, D. C. (2013). Teaching strategies: A guide to effective instruction. Belmont, CA: Wadsworth Cengage Learning.