MARYLIN B. TARONGOY BSED-MATH 3 ED-ASL1 MR.

IONELL JAY TEROGO

Types of Classroom Assessment

Assessment for Learning (Formative Assessment)

The philosophy behind assessment for learning is that assessment and teaching should be integrated into a
whole. The power of such an assessment doesn't come from intricate technology or from using a specific assessment
instrument. It comes from recognizing how much learning is taking place in the common tasks of the school day – and
how much insight into student learning teachers can mine from this material.

Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and
modify their teaching based on what the students need to be successful. This assessment provides students with the
timely, specific feedback that they need to make adjustments to their learning.

After teaching a lesson, we need to determine whether the lesson was accessible to all students while still
challenging to the more capable; what the students learned and still need to know; how we can improve the lesson to
make it more effective; and, if necessary, what other lesson we might offer as a better alternative. This continual
evaluation of instructional choices is at the heart of improving our teaching practice.

Assessment of Learning (Summative Assessment)

Assessment of learning is the snapshot in time that lets the teacher, students and their parents know how well
each student has completed the learning tasks and activities. It provides information about student achievement. While
it provides useful reporting information, it often has little effect on learning.

Assessment as Learning

Assessment as learning develops and supports students' metacognitive skills. This form of assessment is crucial
in helping students become lifelong learners. As students engage in peer and self-assessment, they learn to make sense
of information, relate it to prior knowledge and use it for new learning. Students develop a sense of ownership and
efficacy when they use teacher, peer and self-assessment feedback to make adjustments, improvements and changes to
what they understand.