Comparing Assessment for Learning and Assessment of Learning
Assessment for Learning
(Formative Assessment)
Assessment of Learning
(Summative Assessment)
Checks learning to determine what to do next
and then provides suggestions of what to do—
teaching and learning are indistinguishable from
assessment.
Checks what has been learned to date.
Is designed to assist educators and students in
improving learning.
Is designed for the information of those not
directly involved in daily learning and teaching
(school administration, parents, school board,
Alberta Education, post-secondary institutions) in
addition to educators and students.
Is used continually by providing descriptive
feedback.
Is presented in a periodic report.
Usually uses detailed, specific and descriptive
feedback—in a formal or informal report.
Usually compiles data into a single number, score
or mark as part of a formal report.
Is not reported as part of an achievement grade.
Is reported as part of an achievement grade.
Usually focuses on improvement, compared with
the student's “previous best” (self-referenced,
making learning more personal).
Usually compares the student's learning either
with other students' learning (norm-referenced,
making learning highly competitive) or the
standard for a grade level (criterion-referenced,
making learning more collaborative and
individually focused).
Involves the student.
Does not always involve the student.

Assessment for learning: occurs when teachers use inferences about student progress to inform their
teaching (formative assessment)

Assessment as learning: occurs when students reflect on and monitor their progress to inform their future
learning goals (formative assessment)

Assessment of learning: occurs when teachers use evidence of student learning to make judgements on
student achievement against goals and standards (summative assessment).