Assessment (as, for and of)
Assessment 'as, for and of' learning can be seen as a spectrum, with assessment 'as' learning being most student-centred while assessment 'of' learning tends to be more teacher-centred. In my teaching practice I incorporate all three types of assessments. Ideally I like to focus on the more student-centred forms with assessment 'as and for' learning that may culminate in assessment 'of' learning. Please find more details descriptions and examples below.
Assessment as Learning
This is the most student-centred form of assessment. It provides opportunities for students to assess their own learning through self or peer-assessment. This type of assessment empowers students be involved in the assessment process. Ideally, students are also involved in the creation of the assessment criteria and/or tool. From a teacher's perspective it significantly improves the assessment process, and can contribute toward assessment for and of learning.
Here are samples of Project Checklists that include student self-assessment:
Assessment for Learning
Also known as an opportunity for formative assessment, where the learning progress of the individual student or class can be assessed and the learning facilitation adjusted accordingly. This is an interactive and responsive way of teaching and learning, and provides opportunities for improvements for all involved.
Assessment of Learning
Aims to measure and/or evaluate a student's level of achievement in regards to specific learning expectations, and are known as summative assessments.