Assessment OF or FOR learning: what impact a word difference makes

With the current developments in society, the goal of higher education has changed from "making students knowledgeable within a certain domain" to "supporting students to develop into reflective practitioners" (p. 332, Dochy, Segers, & Sluijsmans, 1999). More specifically, students are expected to be more ‘active' in their learning process. This change necessitates differences in the notion of assessment as well. Rather than emphasizing only assessment of learning (or AoL), we need to ensure that our classroom assessment practices promote student learning. The term ‘Assessment for Learning' (or AfL) has become popular, and ample research evidence indicates that proper implementation of AfL principles can lead to gain in student achievement and motivation. AfL approaches bring the necessary shift in the learning environment, with students becoming more involved in the assessment process and taking responsibility for their learning. The success of AfL is contingent on how given feedback is received and used by students. In this talk, I will elaborate the differences and similarities between AoF and AfL; provide an overview of how assessment for learning can be implemented in daily teaching activities; and discuss our research findings related to assessment and feedback practices in METU
2nd Education Conference, (28 - 29 Mayıs 2019)


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Citation Formats
Y. Çapa Aydın, “Assessment OF or FOR learning: what impact a word difference makes,” presented at the 2nd Education Conference, (28 - 29 Mayıs 2019), İstanbul, Türkiye, 2019, Accessed: 00, 2021. [Online]. Available: