Assessment for learning acknowledges that assessment should occur as a regular part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process.

Assessment for learning in the K-10 Curriculum Framework is designed to enhance teaching and improve learning. It is assessment that gives students opportunities to produce the work that leads to development of their knowledge, skills and understanding. Assessment for learning involves teachers in deciding how and when to assess student achievement, as they plan the work students will do, using a range of appropriate assessment strategies including self-assessment and peer assessment.

Teachers of K-10 students will provide students with opportunities in the context of everyday classroom activities, as well as planned assessment events, to demonstrate their learning.

In summary, assessment for learning:

• is an essential and integrated part of teaching and learning
• reflects a belief that all students can improve
• involves setting learning goals with students
• helps students know and recognise the standards they are aiming for
• may involve students in self-assessment and peer assessment
• provides feedback that helps students understand the next steps in learning and plan how to achieve them
• involves teachers, students and parents reflecting on assessment data.

Principles of Assessment for Learning

The following principles provide the criteria for judging the quality of assessment for learning.

emphasises the interactions between learning and manageable assessment strategies that promote learning

In practice, this means:

• teachers reflect on the purposes of assessment and on their assessment strategies
• assessment activities allow for demonstration of learning outcomes
• assessment is embedded in learning and informs the planning of future teaching/learning experiences
• teachers use assessment to identify what a student knows and can do

clearly expresses for the student and teacher the goals of the teaching/learning

In practice, this means:

• teachers know what to teach
• students understand the learning goals and the criteria that will be applied to judge the quality of their achievement
• students receive feedback that helps them make further progress

reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark

In practice, this means:

• teachers use tasks that assess, and therefore encourage, deeper learning
• feedback is given in a way that motivates the learner and helps students to understand that mistakes are a part of learning and can lead to improvement
• assessment is an integral component of the teaching-learning process rather than being a separate activity

provides ways for students to use feedback from assessment

In practice, this means:

• feedback is directed to the achievement of standards and away from comparisons with peers
• feedback is clear and constructive about strengths and weaknesses
• feedback is individualised and linked to opportunities for improvement

helps students take responsibility for their own learning

In practice, this means:

• assessment includes strategies for self-assessment and peer assessment emphasising the next steps needed for further learning

is inclusive of all learners

In practice, this means:

• assessment against standards provides opportunities for all learners to achieve their best
• assessment activities are free of bias.