Assessment For, As and Of Learning – Scenarios Chart
For your group’s assigned scenarios, identify if they are assessment FOR, AS or OF learning, and give your groups’ rationale.
Scenario
Group 1
1.A teacher has a class complete a survey of product For: Allows teacher to gather info
on students and cater teaching
preferences
style or lesson planning to benefit
student learning.
2.A teacher drops into several groups working on an As: Discussion allows students to
assigned task and probes their understanding of the reflect on their own learning.
work
Group 2
For: This is primarily going to be used by the
teacher to alter their teaching style based
on
student responses to improve learning.
(FOR)
For: Teacher is gauging student
understanding, and using probing
questions to guide learning.
3.A teacher reviews all test scores over the course of Of: Grade value is assigned based
on products created by the
the semester and then adjusts the total for that
student.
achievement category using their professional
judgement
Of: Our reasoning is that this involves a
numerical grade assigned to the amount of
content a student knows.
4.Students are given an exemplar of an assignment.
They level the work and then pair up with a
classmate who looked at the same exemplar and
rubric. A teacher hands out different exemplars for
the same task to the class who reviews them using
the rubrics provided. They compare their
judgements looking for similarities and differences.
Where they are different, they provide reasons for
their thinking.
As: Students are actively engaged
in self assessment, and allows
them to reflect on assignment
expectations. This activity helps
them to be more independent in
terms of evaluating their own
products.
5.A teacher makes an appointment with a student
and subsequently conducts an interview with her
discussing a draft copy of an inquiry report
For: Teacher is providing direct
feedback to the student, allowing (AS)
the student to better understand
expectations and make changes to
their learning.
Scenario
Group 3
Group 4
6.A student listens to a teacher take up a unit test
and then spends some time that evening reflecting
on the preparation he put into getting ready for it.
He decides to come in for extra help, chunk his
study time for the next test over a full week, and
treat the teacher/peer feedback he receives
seriously.
Assessment AS Learning
- student reflect on understanding and
AS learning: Student is assessing and
reflecting on their own learning (even
though the unit test is OF learning).
Observation
performance in class; teacher shows
student how to assess their own
learning
- Involves observation
As: This activity will help students learn by
assessing their knowledge. It also involves
critical thinking by the students and
provides
an opportunity for the teacher to access any
concepts they don’t understand.
7.A student scores an 85% for her grade ten French
credit
Assessment OF Learning
- this is a mark of what students
learned and retained
- Involves product since it is final
OF learning: What students learned:
this promotes ranking of the students and
assessing them on their learning and
standards met.
score
- Can involve conversation and
observation since the grade can
include participation marks
Product
8.In a school cabinet (Chairs) discussion, grade ten Assessment OF Learning
scores on the OSSLT are compared to the board and - Scores are being compared to a
standard; teacher & student
provincial standards
accountability in learning process
- Quantitative assessment of what
students have learned - It is a product
- Student not directly involved in
assessment
9.While observing a class complete a cooperative
task, a teacher writes anecdotal notes about what
she observes in the room
OF learning: What students learned:
this promotes the ranking of students and
assessment based on provincial standards
they met.
Product
Assessment FOR Learning
FOR learning: The teacher is assessing
- teacher in learning how to better student progress and learning needs
teach her class
while the students work in a group.
- Involves observation with the
teacher monitoring student
engagement and understanding
10.Student teams make a video demonstrating their
understanding of a concept at a whiteboard station
and send the video to the drop box. A teacher levels
the work and decides that they have achieved the
expectation and decides not to put a question
concerning that concept on the test.
Assessment FOR Learning
- strictly for feedback and to check
Scenario
Group 5
student understanding
- Involves observation from teacher
and product from student created
material
Observation
(FOR - the evidence gathered informs
the teacher’s practice for upcoming
lessons)
Observation and Product.
Group 6
Group 7
11.A student team comes together to review their
draft inquiry report against the rubric. They had
each worked on a different component. The team
gives each contributor peer feedback. They also
decide: to conduct a search for better citations, get
some help editing grammar issues, act on the
feedback, and set a timeline for the next meeting.
12.A teacher is thinking about wrapping up a task
and moving on to the next stage of her action
plan. In order to decide she plays a quick ‘Kahoot’
that has students think about what a concept is,
what it isn’t, and what some appropriate examples
would be. The results are positive, and she moves
on.
Assessment FOR Learning
Assessment AS
Learning
considering how the students are Students are facilitating
reviewing their draft inquired
much of their own
work, and comparing it to a clear learning through
learning target via the rubric, they feedback, review and
are able to differentiate ‘good’
time management.
from ‘weak’ work.
They also are getting
help with editing
grammar.
Assessment AS
Learning
The students are
working together
to review their
peers' work.
Engages the class
and give
participation in
their learning.
Gives the
opportunity for
teachers to
observe the
students and their
knowledge.
(FOR - the activity informs the
teacher of what needs or doesn’t
need to be taught next)
(FOR)
(FOR)
13. During the ‘minds on’ part of her lesson a
teacher probes the prior learning of students for a
concept she intends to introduce. Based on their
reflections she decides on one of three ‘action’
options she had prepared ahead of time.
Assessment FOR learning:
The teacher is assessing the
progress of students via a
reflection, thereby assessing a
student’s progress and learning
needs.
Assessment FOR
Learning
Assessment FOR
learning
The teacher is
This learning is largely
evaluating a
teacher directed.
student's prior
Students are not asked knowledge before
to self direct any part of the introduction
the planning or doing of of a new unit.
the lesson.
This is used as a
diagnostic tool to
assess learning
prior to
commencement
of a unit. Student
probe through
questioning is
classroom
technique used
for formative
assessment. The
teacher needs to
understand what
the students
already know
before she takes
action to her plan.
14.Students watch presentation teams present their
analogies. As each presentation ends the audience
must reflect on what they’ve seen and identify the
real roles/scenarios the analogy represents. The
presenting team gives them feedback (corrects
misunderstandings and explains why). The
audience then provides feedback to the presenters
as to the effectiveness of their analogy. The teacher
also provides feedback in a private conversation
and then assigns a level.
(AS)
(AS - students receive feedback
from each other and the teacher
in order to improve their
performance)
15.The teacher has decided that all of the learning
(OF - there is a final product
for a unit will be documented on a graphic
submitted for evaluation)
organizer. At the end of the unit the teacher will
conduct a team interview to decide what level the
organizer represents. On the way to that point
however, the students will pass several formative
checkpoints where students will check their
understanding and decide how well it’s represented
by the organizer. As time goes on, and students/and
their teams receive new information, they become
comfortable with the process; they meet to plan
how they will apply and incorporate it in the
organizer. At the end of the unit, the polished
graphic organizer is turned in
(AS)
(OF)
(OF)