ARTICLES

ASSESSMENT FOR LEARNING, ASSESSMENT OF LEARNING,

ASSESSMENT AS LEARNING: A CONCEPTUAL FRAMEWORK

By
PADMANABHA C. H.
Srinivas College of Education, Mangalore, Karnataka.

Date Received: 06/11/2020 Date Revised: 17/02/2021 Date Accepted: 30/03/2021

ABSTRACT
Assessment and evaluation both describe a process of gather and expound of verification for some purpose. They both
involve decisions about what evidence to use, the collection of the evidence in a systematic and planned way, the
explanation of the evidence to produce a judgement, and the communication and use of that judgement. “Assessment”
refers to the action of gathering proof and building discernment related to the outcomes, such as students' achievement of
particular goals of learning or teachers and others' understanding. The term 'assessment' is an attempt of enquiry
undertaken by the teachers and students that is driven by the motive of refining the practice of teaching and learning for
the better outcome of the same. The conclusive goal of AfL is therefore to involve pupil's in their own assessment so that they
can reflect on where they are in their own learning, recognise where they need to go next and work out those steps to reach
the goal. Present research article has been undertaken by keeping the following research questions in mind. What are the
different concepts of assessment? Does assessment change its perspective from constructive perspective? Does
assessment enhance pupil learning? What is the theoretical base for the different aspects of assessment? The present
research study is useful for teacher educators, teachers, parents and educationalists.
Key Words; Assessment, Assessment of Learning, Assessment for Learning, Assessment as Learning.

INTRODUCTION recognising any difficulties students may be having in their

The term assessment wraps a comprehensive range of learning and providing direction to the teacher and the
practice used to gather information relevant to student for the steps to be taken to enhance learning.
understanding the function of pupils in educational setups. Assessment and evaluation both set out a process of
It includes standardised testing; observation, parent and collecting and expounding of evidence for some purpose.
teacher appraisal and evaluation of work samples, their They involve decisions about what evidence to use, the
records and environment factors. Assessment serves collection of the evidence in a systematic and planned
another essential function that is progress evaluation. way, the explanation of the evidence to produce a
Assessment has to be seen as the consistent part of judgement, and the communication and use of that
teaching and learning. The notion of assessment is one that judgement. “Assessment” refers to the process of
hub on reporting student learning, point out where every accumulating confirmation and building judgements
student is in his or her personal learning, continues relating to outcomes, such as students achievement of
particular goals of learning or teachers and others'
understanding. The activity of assessment and evaluation
are similar but the kind of evidence, the purpose and the
basis on which judgements are made differ. This research
article provides extensive insight into Assessment from

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different perspectives. The research has been undertaken permit grading the students.
by keeping the following research questions in mind. What 2. Assessment for Learning (AFL)
are the different concepts of assessment? Does
Assessment for learning provides substitute perception to
assessment change its perspective from constructive
traditional assessment in schools. Assessment for learning is
perspective? Does assessment enhance pupil learning?
planned to give teachers information that will allow them to
What is the theoretical base for the different aspects of
alter teaching and learning venture in which students are
assessment? This Research article will be useful for teacher
engaged to differentiate and understand how individual
educators, teachers, parents and educationalists.
student approach their learning. Such assessments
1. Definition suggest that students are all learning in a characteristic
“Assessment is broader than testing and measurement way, a kind of unique learning, and helps in recognising the
because it includes all kinds of ways to the sample and expected patterns and pathways that many students go
observes students' skills, knowledge and abilities. through. The information from carefully designed
Assessment is the operation of gathering, synthesizing and assessments can be used to determine not only what
explicating information to aid decision making". students know, but also to gain intuition into how, when and
“The term 'assessment' refers to all those ventures where students use their knowledge so that teachers can
undertaken by teachers and by their students in assessing efficiently target instructions and resources. Assessment for
themselves, which provide information to be used as learning involves social interactions between teachers and
reaction to alter the teaching and learning pursuits in students who have a shared vision of learning (Berry, 2008).
which they are engaged”. When teachers are doing assessment for learning, they
·Comprises two phases - initial or distinctive assessment assemble a extensive range of data for a different
and formative assessment. purpose, so that they can change the learning of their
students. They expertise assessment tasks that open a
·Assessment can be based on a diversity of information
window on what students know and can do in advance,
sources (e.g., portfolios, works in progress, teacher
and use the insights that come from the process to design
observation, conversation).
the next steps in instructions. To do this, teachers use various
·Verbal or written feedback of the student is first and
techniques like observation, worksheets and questioning in
foremost description which emphasizes strengths,
the class. Students teach through seminars and whatever
identifies challenges, and points to the next steps.
mechanism is likely to give them information that will be
·As teachers check on understanding they adopt the
useful for their planning and teaching. Considering student
instructions to keep students on track.
work which is not designed to assign marks and making
·No classification of scores are given - record-keeping is comparative judgement among the student's strength
primarily anecdotal and descriptive. and weaknesses, provide them with feedback that will
·Occurs all around the learning process, from the onset further enhance their learning.
of the course of study to the time of summative In the assessment for learning, teachers use their personal
assessment. knowledge of the students and their understanding of the
Assessment means work. For example, examination, situation of the assessment and the curriculum targets to
assignment, practical, performance, that a student is identify particular learning needs. Assessment for learning
required to complete at different reasons. The fulfillment of takes place in the middle of learning, often more than
educational purpose is to motivate learning, to provide once, not at the end. It is collective among teachers; it
feedback, to provide a basis for an official record of helps to provide assistance as part of the assessment. It
achievement or certification of competence and to helps teachers provide the feedback to scaffold the next

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steps. And it depends on teacher's diagnostic skills to make influence on learning).

it work. ·The need for students to assess themselves and
Practice in a classroom is worthy of students development if understand how to improve.
the achievement of the students in adverse areas could be Assessment for learning is the process of seeking and
found and analysed. The same is then interpreted and interpreting evidence for use by learners themselves to
used to understand the future course of action directed decide where the learners are in their learning, where they
towards the development of the students. The action so need to go and how best to get there.
taken will be way better than the action taken without the
2.3 Assessment for Learning
interpretation.
·Is part of effective lesson planning
Assessment for learning covers those every day classroom
·Focuses on how children learn
practices through which teachers, peers and learners try to
·Is central to classroom practice
find, notice, recognize and respond to student learning,
which aims to enhance student learning, his capacity and ·Is a key teacher professional skill
autonomy. Assessment for learning also needs to be ·Is responsive and constructive
reflective of, responsible to and build on from how ·Fosters motivation
particular disciplines generate and legitimise meaning. ·Promotes understanding of goals and criteria
2.1 We now Affirm the Definition for Several Reasons ·Helps learners on how to improve
·First it positions AfL as integral to teaching and learning. ·Develops the capacity for self-assessment
·AfL is an interactive and responsive process that ·Recognises all educational achievement
teachers and students engage in together.
2.4 Fundamental characteristics of AfL in practice
·The definition focuses on actions by teachers, peers
·It is rooted in a view of teaching and learning of which it
and learners to advance student learning and the
is an essential part.
development of student capacity to learn.
·It involves sharing learning with pupils.
·It is about contributing to student learning in the present
·It aims to help pupils to know and to recognise the
and the future.
standards they are aiming for.
·It is about student learning and how to learn from
·It involves the pupil in self-assessment.
particular subject matter that engages them in
learning and self assessment activities that are close ·It provides feedback which leads to pupils recognising
exemplication of the real goals and practices of a their next step and how to take them.
discipline. Expanding notions of assessment for ·It is underpinned by confidence that every student can
learning inside science and technology class rooms. improve.
2.2 The Five Key Factors for Using Assessment to Improve ·It involves both teachers and pupils reviewing and
Learning reflecting on assessment data.
·Providing effective feed back to students. 2.5 Recent Developments of AfL
·The active involvement of students in their own The ultimate goal of AfL is therefore to involve pupil's in their
learning. own assessment so that they can reflect on their own
·Adjusting teaching to take account of assessment present progress and accordingly work on their drawbacks
results. of learning and take steps to overcome the same. The
research literature sometimes refers to this as the process of
·Recognising the profound influence assessment has
self-monitoring and self-regulation. In other words, pupil
on student motivation and self esteem (both crucial

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need to understand both the desired outcomes of their Constructivist framework, students are seen as active
learning and the process of learning by which these collaborators in the building of knowledge. Learning takes
outcomes are achieved, and they need to act on this place through interaction, existing in the transaction
understanding. between students and student, student and text, and
AfL aims to inform and improve student learning within the student and teacher. Viewed from a Constructivist
regular flow of teaching and learning through students perspective then, assessment procedures are inevitably a
becoming active meaningful makers and thoughtful part of the dialectic of teaching and learning part of the
judges of their own learning. process which defines what knowledge is, what is learned,
and how students learn. Assessments which reflect this
3. Theoretical Background
perspective provide a means for engaging students in self-
Theoretical support for AfL principles and practices has also
reflection and for acknowledging their role as collaborators
been established, For example, from contemporary
in the learning process. In sum, a Constructivist perspective
psychology and the contention that understanding is
acknowledges the reciprocity and interdependency of
created by the learner. According to Biggs (1996), learning
assessment and curriculum. The emphasis here is an
theory termed constructivism enjoys a long history in the
effective assessment promoting student engagement with
field of cognitive psychology, having the central idea that
peers and teachers in the collaborative construction of
"What the learning has to do to create knowledge is the
understanding and meaning, and promoting student
important thing". Implicit in the concept of learning are
reflection on this process. Thus connection with
notions of change and development of understanding or
Constructivist learning principles and formative assessment
ability.
is commonly made and referred as AfL (Biggs, 1998).
In the constructivist view of learning, the development of
4. Review of Literature AFL
understanding involves a process of construction and
Paul black and Dylan William published assessment group
reconstruction of knowledge by the student. It is the view of
in 1998 (U.K) (Black & Wiliam, 1998). They studied strong
learning that provides a basis for the active participation of
evidence that formative assessment can promote
the learners in the classroom where the formative
learning and raise the level of student achievement. AfL
assessment is practiced. Most approaches to a AfL have
has become an established element in official education
been developed within a cognitive constructivist
policy throughout U.K (Daugherty et al., 2008), In Europe
framework for understanding learning.
the Organisation for Economic Cooperation and
3.1 Shifting perspectives and assessment from behaviourism
Development (OECD) report recognised that formative
to constructivism
assessment is a powerful teaching and learning tool in the
Constructivist approach assumes knowledge not as a
new century. Teacher's using formative assessment
fixed, identifiable entity to be absorbed by the learner,
approaches to guide students toward development of
instead constructed by students based on their own
their own learning to learn skills that are increasingly
understanding which is influenced by their background
necessary as knowledge, is quickly out-dated in the
perspectives and experience. As a result this type of
information society. Lee (2007) also observes that the
assessment tends to be more flexible, integrative,
classroom potential for AfL has become increasingly
contextualised, process oriented, criteria referred and
recognised and impacted classroom assessment
formative. This assessment for learning approach
practices in places such as Hong Kong and Australia. In
encourages student independence and self evaluation,
2006 Annual International Conference on Assessment for
and can lead to active and deeper learning.
Learning has been held, and most recently in New Zealand
In the Constructivist paradigm which underlies in the AfL in 2009. AfL has become part of education in such places
ideas into practice in a educational setup with a like Singapore, Malaysia and Hong-Kong. James et al.

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(2007) wrote "the immense absorption in assessment for 4.2 Teachers' Roles in Assessment of Learning
learning in recent years is because it shifts assessment Teachers have the authority to report student learning
practices to serve formative purposes to improve not just accurately and fairly, based on the evidence obtained
measures learning" (New Zealand Education Gazette, from a variety of contexts and applications. Effective
2002). assessment of learning requires that teachers provide a
Assessment for learning focuses on the next step to rationale for undertaking a particular assessment of
improve learning. This involves both response and feed learning at a particular point in time (Harlen, 2006; James &
forward. Assessment of learning describes/ summarises McCormick, 2009).
what a learner had attained, a snapshot of achievement. It ·Clear clarification of intentional learning.
also informs teachers how much of and how well a group
·Processes that make it possible for students to
of learners has progressed against the deliberate learning
demonstrate their capability and skill and range of
outcomes (Black et al., 2006; Black, 2003).
alternative mechanisms for assessing the same
4.1 Assessment of learning outcomes.
The chief kind of assessment in schools is assessment of ·Translucent approaches to interpretation.
learning. Its purpose is summative, intentional to certify
·Illustration of the assessment process.
learning and report to parents and students about students'
·Strategies for recourse in the event of disagreement
progress in school. This kind of assessment that still
about the decisions.
influences most classroom assessment activities,
5. Assessment as Learning
especially in secondary schools, with teachers steadily
causes change of both creating and marking the tests. Assessment as learning is a subset of assessment for
Teachers use the tests to assess the quantity and accuracy learning, that gives emphasis on using assessment as a
of student work, and the proportion of teacher effort in process of developing and supporting metacognition skills
assessment is taken up on marking and grading. A strong of students. By introducing the notion of assessment as
significance is placed on comparing students, and feed learning as a subset of learning, it helps to reinforce and
back to students comes in the form of grades, with little extend the role of students not only as a contributor to the
direction or advice for improvement. These kind of testing assessment and learning process, but also as a significant
events indicate which students are doing well and which link between learning and assessment. Assessment as
ones are doing poorly. Typically, they don't give much learning focuses on the role of the students as the clinical
information of particular ideas or concepts, because the connector between assessment and their learning. This is
test content is generally too limited and the scoring is too the regulatory processing metacognition. It occurs when
simplistic to represent the broad range of skills and students personally monitor what they are learning and
knowledge that has been covered. Assessment of learning uses the feedback from this monitoring to make
and grading have a long history in education. They have adjustments, adaptations and even major changes. When
been widely accepted by parents and the general public teachers focus on assessment as learning, they use
(Ecclestone, 2004; Ecclestone, 2002). classroom assessment as the tool for helping students
develop and practice the necessary skills to become
Assessment of Learning is the assessment that becomes
clinical thinkers who are comfortable with the reflection
public and results in students' progress in the form of
and critical analysis of their learning.
statements or symbols. It often contributes to fundamental
decisions that will affect students' future. So it is important Effective assessment empowers student's range of
that the underlying logic and measurement of assessment approach for learning and for acting. Over time, students
of learning be credible and defensible (James & Brown, 2005). move forward in their learning when they can use personal
knowledge to construct meaning and having skills of self-

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monitoring to realise that they do not understand achievement takes only a small step toward using
everything and have ways of deciding what to do next. assessment that really makes student progress.
6. Features of Assessment of, for and as Learning The short term class room assessment includes:
Almost all classroom assessment in a traditional ·Focus attention on important aspects of the subject.
environment focused on measuring learning after the ·Give students opportunity to practice skills and
face, and used it for categorising students and reporting incorporate learning, and guide further instruction or
the judgement to others. A few teachers use assessment learning activities in the medium or long term
for learning by building up a diagnostic process. Formative assessment held.
assessment and feedback at stages in the programme
·Influencing students motivation as learners and their
give the students second chance to improve their marks
perceptions of their capabilities.
and hopefully their learning. Systematic assessment as
·Communicating and reinforcing teaching goals
learning is almost non-existent.
including performance criteria and desired standards
Obviously there are times when information about students'
of performance.
achievement of key outcomes and the degree to which
Using assessment process to add to learning means
they compare with others is important and the approach
paying attention to student engagement and motivation.
should be assessment of learning.
It means making connections, referring to progression of
The contribution of assessment to learning classroom
learning, and to learning goals and planning relationships
assessment will always have an impact of some kind on
and linkages between instruction and assessment. It
students and on their learning. Teachers use assessment to
means thinking about students individually as well as
make decisions about things such as what to teach to
collectively. It means reinforcing important ideas, identifying
achieve student's development, communicate with
gaps or misconception and building on student's beliefs to
parents with respect to their progress and accordingly
steering them towards clear understanding.
promote to the next grade. Students also make decisions
Assessment as learning is the metacognitive process
on assessment about such things as their sense of personal
where learners are responsible for their learning and for
accomplishment, their feelings of self worth and their
determining how to move forward. It is in fact the process of
willingness to engage in academic work of schools. It
learning. The ultimate goal in assessment as learning is for
defines consolidation of learning and affects the
students to acquire the skills and the habit of mind to be
development of enduring learning strategies and skills.
metacognitively aware with increasing independence.
Ultimately, it influences the value that students attach to
Assessment as learning focuses on the explicit fostering of
education. If assessment has this kind of impact, it deserves
student capacity over time to be their own best assessors,
very careful attention so that it supports learning rather than
but teachers need to start by presenting and modelling
obstruct it.
external structured opportunities for students to assess
Just doing classroom assessment doesn't necessarily
themselves.
contribute to learning. However remember most class
Assessment as learning uses classroom assessment to
room assessment summarises assessment of learning.
maximize student learning. Assessment to improve student
Using performance assessments or portfolios or records of

Approach Purpose Reflective Points Key Assessor

Assessment of learning Judgement about place, promotions, credentials etc Other students standards or expectations Teacher
Assessment for learning Information for teachers instructional decisions External standards or expectations Teacher
Assessment as learning Self monitoring and self correction or adjustment Personal goals and external standards Students

Table 1. Features of Assessment of, for and as Learning

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learning as "Formative assessment”, although more 8. Implications of the Study for Teacher Development
recently the phrase "assessment for learning" had also The present study can be best implemented in the different
become common. spectrum of education sector. Every teacher should be
7. Discussion aware of the changing teaching methodologies, hence
Assessment for learning informs students about outcomes the assessment concepts also changes. Nowadays the
and gives feedback to students so that they can students need to assess all the domains of their personality,
understand the quality of their current achievement and i.e., cognitive, affective, psychomotor, so assessing just
how they need to develop further. Afl is the principle that all predetermined objectives is of no use, so as the time
assessment, within the overall package should contribute passes, assessment of learning becomes assessment for
to help students to learn and to succeed. Afl helps the learning. Assessment for learning places more emphasis
learner to be self-learners and autonomy of learners. It is on the process of learning rather than product of learning.
one of the key professional skills of a teacher. It helps every So as the days further progress it becomes assessment as
learner on how to improve in teaching learning process learning, that means learning and assessment goes
and develops the capacity for self assessment. It helps to together. Learning and assessment are the two faces of the
share pupils learning and learning becomes visible. It helps same coin. This view of assessment stresses the learner's
to improve teacher effectiveness and their professional active role in learning and focuses on student's awareness
skills. It helps to regularise students' learning every day. Afl of his or her learning. In this students need to reflect and
helps students to become self-directed learners by assess their learning so they can come up with strategies to
developing their self assessment skills. Students need to improve their learning. By engaging in self-assessment
learn to self-assess so that they can use the descriptive students learn how to come up with their own
feedback from the teachers to its best advantage. Present understanding of the learning outcomes. They can identify
theoretical views provide extensive insights into the nature their strengths and limitations in learning.
of assessment in a class. Contemporary school education Conclusion
has changed from teacher centred to learner centred, so The main purpose of assessment of learning is to sum up
evaluation process need to be student centric. Learning all what each individual achieves and provide this information
the things during the time of examination, and forgetting in a way that is suitable to use beyond the programme
the very next minute is of no use as nowadays the concept such as access to further stages of education. It uses
of knowledge is changing every now and then. So pupils evaluation of what students know and can do in planning
need to internalise their knowledge, and rather than future learning activities and to help the students to
evaluating product of education, we the teachers need to improve. It is a cost effective method of evaluation.
evaluate process of education. It helps to check their Assessment as learning helps a learner to become self-
educational development along with their growth and help learners. Good learning is always a part of good
development. If we change it to assessment as learning, assessment, and that is why assessment and learning goes
learning and assessment go hand in hand, and gives hand in hand. The present article provides a theoretical
importance to students' metacognition. In this students are frame work. However, more empirical studies have been
active assessors of their knowledge. Assessment conducted in these areas of studies. Assessment as
associated with metacognition aims to create autonomous learning helps students to become lifelong learners.
learners. It requires learners to be aware of what is required
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ABOUT THE AUTHOR

Padmanabha C. H. is working as Assistant Professor in Srinivas College of Education, Mangalore, Karnataka. He received his M.Sc
degree in Yogic Science from Mangalore University, M.Sc Zoology from Kuvempu University, M.Ed from St. Ann's College of
Education, Mangalore and completed M.Phil from Dakshina Bharath Hindi Prachar Sabha. K-SET(Education). Currently he is
pursuing Ph.D (Education) at Hindi Prachar Sabha. He teaches undergraduate Teacher training students. He is enriching
academic experiences through Swayam Moocs.

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