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What is Assessment for Learning

Chapter 2
Handbook of Research on Perspectives in Foreign Language Assessment
It is “any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence.” ( Black & Wiliam, 2004 , p. 10).
Published in Chapter:
The Challenge of Assessing Intercultural Competence: A Review of Existing Approaches
Moritz Brüstle (Cooperative State University Baden-Wuerttemberg Mosbach, Germany) and Karin Vogt (University of Education Heidelberg, Germany)
Copyright: © 2023 |Pages: 25
DOI: 10.4018/978-1-6684-5660-6.ch002
Abstract
An ever-faster developing globalization of our world brings many changes with it and poses a variety of challenges for human society. Accordingly, living and working in today's times also bring new demands for institutionalized education all around the world. This chapter will give a detailed insight into the undeniable significance of intercultural competence and its place within foreign language education due to these developments. Following this, the discordant state of defining intercultural competence and agreeing on a common model will be explained, while also providing viable solutions to these challenges. Finally, ways of assessing this complex construct are discussed, aiming for a pragmatic approach usable especially in the foreign language classroom.
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Chapter 8
Formative E-Assessment as a Tool for Promoting Competence-Based E-Learning in Universities: A Contextualized Perspective
It’s a holistic iterative process of establishing what, how much and how well students are learning in relation to the learning goals and expected outcomes in order to inform tailored formative feedback and support further learning. It relates to assessment within Zone of proximal development (ZPD) which is integrated within teaching and learning processes to gather information about learners’ progression and their responsiveness to variety of scaffolding techniques.
Published in Chapter: Formative E-Assessment as a Tool for Promoting Competence-Based E-Learning in Universities: A Contextualized Perspective; From: Handbook of Research on Digital-Based Assessment and Innovative Practices in Education
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Chapter 3
Fostering Practical Developers in Computer Science Classrooms: A PBL Approach
Assessment activities that are designed to provide feedbacks to improve learning.
Published in Chapter: Fostering Practical Developers in Computer Science Classrooms: A PBL Approach; From: Global Perspectives on Fostering Problem-Based Learning in Chinese Universities
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Chapter 13
Digital-Based Formative Assessments in Higher Education Institutions
Another word for formative assessment which entails both informal and formal processes of testing, measuring and evaluation of learners for the purpose of improving learning.
Published in Chapter: Digital-Based Formative Assessments in Higher Education Institutions; From: Handbook of Research on Digital-Based Assessment and Innovative Practices in Education
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Chapter 13
Inclusive Teaching and Learning: Starting in the Mind
Assessment used for the purpose of learning thus taking place during the process of learning rather than at the end of the learning episode.
Published in Chapter: Inclusive Teaching and Learning: Starting in the Mind; From: Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning
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Chapter 8
Classroom Applications of Automated Writing Evaluation: A Qualitative Examination of Automated Feedback
An assessment environment that provides authentic assessment tasks that allow for extensive practice, includes both formal and informal feedback, fosters student autonomy, and balances summative with formative assessment.
Published in Chapter: Classroom Applications of Automated Writing Evaluation: A Qualitative Examination of Automated Feedback; From: Educational Technology and the New World of Persistent Learning
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Chapter 20
The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning
A process by which information from assessment is utilized by teachers to adjust their teaching strategies, and by students to modify their learning strategies.
Published in Chapter: The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning; From: Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education
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Chapter 9
Student-Centered Assessment Practices: An Integrated Approach With Project-Based Learning (PBL)
Assessment strategies are designed for students understand exactly what they have to learn, what is expected of them and are given feedback and advice on how to improve their work. Assessment is an interactive process that happens during the learning, rather than at the end.
Published in Chapter: Student-Centered Assessment Practices: An Integrated Approach With Project-Based Learning (PBL); From: Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning
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Chapter 4
A Training Project to Develop Teachers' Assessment Literacy
Assessment for learning refers to the assessment-related tasks that are on-going for the purpose of enhancing teaching as well as supporting learning. Informal and formal observation, performance assessment, feedback, and questions are examples.
Published in Chapter: A Training Project to Develop Teachers' Assessment Literacy; From: Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom
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