Assessment for Learning

Effective Practical Assesment to Foster 21st Century Skills

5 Key Strategies from the video:

Strategy 1: Clarifying, understanding, and sharing learning intentions.

Strategy 2: Engineering effective classroom discussions, tasks and activities that elicit evidence of learning.

Strategy 3: Providing feedback that moves learners forward.

Strategy 4: Activating students as learning resources for one another.

Strategy 5: Activating students as owners of their own learning.

Formative and Summative Assessments: What are they

Formative assessment provides feedback and information during the

Instructional process, while learning is taking place, and while learning is occurring. Formative assessment measures student progress but it can also assess your own progress as an instructor.

Summative assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process. Typically, no more formal learning is taking place at this stage, other than incidental learning which might take place through the completion of projects and assignments.

Importance of a comprehensive assesment plan

As teachers gather information/data about student learning, several categories are included. In order to better understand student learning, teachers consider information about the papers students create , and tests they take, observational notes, and reflections on the communication that occurs between teacher and student or among students. When a comprehensive assessment program at the classroom level balances formative and summative student learning/achievement information, a clear picture emerges of where a student is relative to learning targets and standards.


Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for Learning: Putting it into practice. Berkshire, England: Open University Press.

Butler, D.L. & Winnie, P.H. (1995) Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research, 65(3), 245-281.

Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots . San Diego, CA: Bridgepoint Education, Inc.

Sadler, D.R. (1998) Formative assessment: revisiting the territory. Assessment in Education, 5(1), 77-84.