"AN EXPLORATION OF ASSESSMENT FOR, OF, AND AS LEARNING"

"ASSESSMENT - FOR"

This assessment focuses on the formal teacher/peer-to-student assessment. The teacher/peer provides feedback for the student and their assignment/learning. I have experienced this form of assessment through exit-slips of our understanding of the lesson at the end of class. The next class day, we would receive those exit-slips back with a comment or checkmark from our teacher about our understanding.

"ASSESSMENT - OF" 

This assessment focuses on the summary of the course, or grade that a student finishes with the class. It is the assessment OF a student’s learning experience. All classes I have been in involved tests/exams and assignments that ended with a grade of my work. With this grade, we are able to have a grasp as to where our understanding of the course is.

"ASSESSMENT - AS"

This assessment focuses on the self-reflection of the student themselves and what they have achieved or look to achieve. It is the means of reflection of the student’s experience. In some classes, my teachers would ask us to journal or write down our thoughts about the class; such as what was important for us to learn, what interested us the most, what was most fun to learn or do, what did we not enjoy learning, etc.

"ADAPTING THE ASSESSMENTS"

Adapting these forms of assessment will be very essential to the assessment structure of my classroom. Assessment FOR in my classroom will be performed through exit-slips to assess my students’ experience through my lesson. Assessment OF will be done through formal exams, papers, and intriguing projects such as videos and presentations. Assessment AS will be done through assigning students to journal what they initially know about Psychology in the beginning part of the course, and at the end of the course; revisit and reflect on what they have learnt throughout the course, what sparked them, what was not interesting, etc.