A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)

Schellekens, Lonneke H.; Bok, Harold G. J.; Jong, Lubberta H. de; Schaaf, Marieke F. van der; Kremer, W.D.J.; Vleuten, Cees van der

doi:10.1016/j.stueduc.2021.101094

Cited by 36 publications

(18 citation statements)

References 115 publications

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“…Correspondingly, the role of the student was confined to "learner and obeyer." This finding seems to be smilar with other research findings (Thompson et al, 2017;Schellekens et al, 2021) revealing that learning in practice still depends on the teacher.…”

Section: Teachingsupporting

confidence: 72%

“…Teachers can find themselves with students having different levels of knowledge and can show them how to build on their current achievement levels. In this respect, teacher assessment practices should include innovative and efficient teaching, monitoring, and scaffolding activities and should take into account differences between students (Schellekens et al, 2021). The teacher responses did not reflect this point of view, however.…”

Section: Planning the Teachingmentioning

confidence: 95%

“…AsL requires the student to be active in the learning process. In classroom practices, active participation occurs when there are activities that enable students to work on their self-assessment skills and use them (such as self-peer assessment) (Schellekens et al, 2021). In this case, the student is expected to take responsibility for directing their learning.…”

Section: Teachingmentioning

confidence: 99%

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Kara kutunun içine bakmak: öğretmenler öğrenmeyi destekleyici değerlendirme yapıyor mu?

Yıldırım

Demir

2022

International Journal of Assessment Tools in Education

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The conceptual development of assessment literature in recent years has been remarkable. One of the latest concepts to have emerged in parallel with this development is Assessment as Learning (AsL). This study investigated how AsL pertains to classroom practices within its conceptual framework by examining teacher reports. Case study design, a qualitative research method, was used to collect detailed information about in-class teacher practices. The teachers were interviewed with semi-structured interview forms and the data obtained were then analyzed using content analysis. The results revealed that in-class teacher practices were incapable of supporting AsL and promoting self-regulated behaviors and that many of the activities conducted in class were teacher-centered. Teachers did not apply self-assessment or peer-assessment practices, and the feedback they gave to students was mainly based on measurement scores. The researchers discussed the results in relation to the relevant literature and offered some suggestions for applying AsL in practice.

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Section: Teachingsupporting

confidence: 72%

Section: Planning the Teachingmentioning

confidence: 95%

Section: Teachingmentioning

confidence: 99%

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Kara kutunun içine bakmak: öğretmenler öğrenmeyi destekleyici değerlendirme yapıyor mu?

Yıldırım

Demir

2022

International Journal of Assessment Tools in Education

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“…Some of our feedback should be assessment of students' learning, but most should be assessment for learning (Schellekens et al, 2021). Make the majority of activities opportunities for practice, with brief, targeted feedback.…”

Section: Sign 5: Prompt Feedbackmentioning

confidence: 99%

How Do You Know You're a Good Teacher?

Tobin¹

2022

Natl Teach & Learn Forum

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“…To enhance assessment's operability and simplify its process, the traditional learning assessment system generally focuses on summative assessment [6], such as curricular examinations and thesis projects, while paying relatively little attention to process assessments, such as students' inclass and after-class performance. This can greatly reduce the accuracy of assessment.…”

Section: Introductionmentioning

confidence: 99%

An Index System for Learning Assessment in Higher Education: Case Study of the Sichuan University of Arts and Sciences

Lei

2022

Mobile Information Systems

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With the development of education informatization, smart devices are being widely used in teaching, which has triggered significant changes in higher education. College students’ learning reflects the cognitive characteristics of digital natives, but their learning attitude and motivation have not significantly improved. Meanwhile, learning assessment in higher education is mostly based on the traditional assessment system, which has only a single index, a simple process, and mundane goals for learning assessment, thus making it difficult to effectively promote students’ learning. The present study, therefore, constructed an assessment index system using a pressure–state–response (PSR) model, gathered data using a questionnaire, and processed the data using SPSS and Amos. The results suggest that learning assessment in higher education should use a process assessment strategy and that the assessment system should be composed of three parts: classroom assessment, after-class assessment, and assessment evaluation. This type of all-round assessment can serve to effectively promote students’ learning. In addition, assessment evaluation should focus on students’ goals regarding their ability to innovate and reduce the weight of goals related to knowledge and skills while also giving teachers more adjudication power in assessment.

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A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)

Cited by 36 publications

References 115 publications

Kara kutunun içine bakmak: öğretmenler öğrenmeyi destekleyici değerlendirme yapıyor mu?

Kara kutunun içine bakmak: öğretmenler öğrenmeyi destekleyici değerlendirme yapıyor mu?

How Do You Know You're a Good Teacher?

An Index System for Learning Assessment in Higher Education: Case Study of the Sichuan University of Arts and Sciences

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