Rethinking Assessment: From Measuring Achievement to Fostering Learning

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Earl, Lorna (2003) Assessment as Learning

Today, as an educator, when I look back at my childhood assessments, I see that they mostly relied on summative evaluation, which we called final exams. There were also formative assessments that occurred at regular intervals, including mid-term exams. Additionally, there was a preparatory exam one and a half months before the final exams to help students gauge their readiness. These assessments focused on measuring and ranking students, with little to no feedback provided. While I personally disliked these frequent assessments, I understand they were meant to measure knowledge retention and rank students. However, the pressure created anxiety for some (while some thrived under the pressure) and fear of parental consequences for others. In contrast, I enjoyed language subjects where essays and subjective answers allowed for creativity.

Fast forward, learning from Lorna Earl’s (2003) book Assessment as Learning, I discovered this form of assessment is known as assessment of learning. This approach focuses on ranking and comparing students, with little to no feedback for improvement. Interestingly, it remains a widely accepted form of assessment in education systems. Broadfoot (1996) aptly captures the tension with the question, “To measure or to learn; that is the question.”

Lorna Earl, however, goes on to discuss two other forms of assessment. This shift is due to growing criticism from educational researchers and theorists who argue that assessment of learning (Afl) has limitations in providing a comprehensive picture of student progress. These limitations have led to a growing emphasis on Afl, a student-centered approach. Here, data from formative assessments is used to inform instructional decisions and support students’ ongoing learning processes. Here, the central focus remains the teacher, similar to traditional methods. However, the key distinction lies in the timing and purpose of the assessment. AfL happens in the middle of the learning process, not just at the end with a final exam. This allows teachers to guide students to the next step based on their understanding. The approach to record keeping also reflects this shift. Instead of just grades, AfL may utilize checklists that track a student’s progression along the learning continuum, providing a more nuanced picture of their development.

Assessment as Learning (AaL) further extends this concept by positioning students as active participants in their own learning journey. AaL encourages self-monitoring and self-regulation, empowering students to take ownership of their progress. In this model, record-keeping becomes a collaborative effort between students and teachers. They work together to identify evidence of learning through various means. This evidence is then used for reflection on their work, allowing them to capitalize on their strengths and target areas needing improvement. Comparison with others becomes less relevant as the focus shifts towards individualized learning journeys with personalized goals and targets set along a continuum of progress.

These changes reflect a broader recognition that assessment should not just measure learning but actively contribute to it, fostering deeper understanding and continuous improvement.