Assessment as Learning

At the start of this course, I have learned the basics of assessments. Its very purpose is to know whether or not our student was able to achieve their course goals and what should be done to improve more the next time the topics are introduce to them. In effect for all of this, assessments drives course development wherein it plays a dual role on students learning and provides an important feedback for both students and instructors.

In an article from Field-Tested Learning Assessment Guide written by Brissenden and Slater (2014)), selecting the right course curriculum (content) and classroom assessment technique are necessary in what you want your students to learn and from that will be the basis on how you conduct your classroom assessment technique (CAT). With respect to this, the type of CAT being used in the classroom will be basis on how to evaluate the course goals being achieved by the students. Clearly, this can be considered as teacher’s road-map in implementing their instructional methods effectively and see to it that they are helping their students achieve learning.

In addition to the readings that I have read, assessment and evaluation are two terms that are entirely different in function wherein the former’s job is more on collecting data while the latter is more on what the teacher’s do on the data’s being gathered and whether or not the instruction has met its Intented Learning Outcomes (ILO).

In summary, I would like to end this blog with a statement by Pratt Cross about assessment as the zipper between teaching and learning. When we look at assessment as learning, we are truly imparting to our students the value of assessment. Thus, we know that in the future we are letting them understand how important it is for their learning process and not just merely a grade or a score to look at. Ultimately this will lead for students to appreciate the purpose of assessment as a tool for better learning, opportunities and confidence in life.


Field-Tested Learning Assessment Guide. Retrieved at August 1, 2014


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