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data-entity-id="9986637" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/9986637/Assessment_with_teaching_and_learning_Promises_problems_and_proposals_for_practice">Assessment with teaching and learning: Promises, problems and proposals for practice</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8326331" href="https://nie-sg.academia.edu/WeiShinLeong">Wei Shin Leong</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Leong, W.S. (2014). Assessment with Teaching and Learning: Promises, Problems and Proposals for Practice. In C. Ratnam, L. Fernandez, and M. Bakar (Eds.), Curriculum Designs for Teachers by Teachers. Longman: Singapore. </p><p class="ds-related-work--abstract ds2-5-body-sm">In this chapter, I will first take the readers through what I consider to be essential decision-making questions that link assessment, teaching and learning. I invite readers to consider assessment as a broad term to express the different purposes, processes and practices used by teachers for collecting information, making interpretations of and responding to students’ learning. I will lead readers then to consider the promises of formative assessment and also consider the problems of interpreting formative assessment mechanistically and at face value. I propose eventually that a thoughtful use of assessment information can have positive impact on students’ learning, and effectiveness of teaching, provided we know enough of the promises and problems. We need to understand these so that we can make good all-round decisions in the classroom, and not rely on seemingly unproblematic definitions, intentions, past experiences and practices. link: https://docs.google.com/presentation/d/1L_yolG-w66VA6rHDUynhG1-F4VR2j8yMlJjNb5nKDPE/edit?usp=sharing</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment with teaching and learning: Promises, problems and proposals for practice","attachmentId":36135760,"attachmentType":"pdf","work_url":"https://www.academia.edu/9986637/Assessment_with_teaching_and_learning_Promises_problems_and_proposals_for_practice","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/9986637/Assessment_with_teaching_and_learning_Promises_problems_and_proposals_for_practice"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="110739125" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/110739125/Exploring_tensions_in_developing_assessment_for_learning">Exploring tensions in developing assessment for learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="43049862" href="https://independent.academia.edu/JaneJones37">Jane Jones</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessment in Education: Principles, Policy &amp; Practice, 2009</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Exploring tensions in developing assessment for learning","attachmentId":108463310,"attachmentType":"pdf","work_url":"https://www.academia.edu/110739125/Exploring_tensions_in_developing_assessment_for_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/110739125/Exploring_tensions_in_developing_assessment_for_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="124041549" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/124041549/Assessment_and_learning_fields_apart">Assessment and learning: fields apart?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="13654319" href="https://oxford.academia.edu/ThereseHopfenbeck">Therese Hopfenbeck</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessment in Education: Principles, Policy &amp; Practice, 2017</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment and learning: fields apart?","attachmentId":118340366,"attachmentType":"pdf","work_url":"https://www.academia.edu/124041549/Assessment_and_learning_fields_apart","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/124041549/Assessment_and_learning_fields_apart"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="26528941" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/26528941/Assessment_Curriculum_Pedagogy_Towards_Conceptualising_an_Alternative_Framework_of_Assessment_Title_Assessment_Curriculum_Pedagogy_Towards_Conceptualising_an_Alternative_Framework_of_Assessment">Assessment, Curriculum, Pedagogy — Towards Conceptualising an Alternative Framework of Assessment Title Assessment, Curriculum, Pedagogy: Towards Conceptualising an Alternative Framework of Assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4062759" href="https://du-in.academia.edu/garimabansal">garima bansal</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This paper examines the dynamics of interaction between assessment, curriculum and pedagogy in the context of classroom based formative assessment practices</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment, Curriculum, Pedagogy — Towards Conceptualising an Alternative Framework of Assessment Title Assessment, Curriculum, Pedagogy: Towards Conceptualising an Alternative Framework of Assessment","attachmentId":46823829,"attachmentType":"pdf","work_url":"https://www.academia.edu/26528941/Assessment_Curriculum_Pedagogy_Towards_Conceptualising_an_Alternative_Framework_of_Assessment_Title_Assessment_Curriculum_Pedagogy_Towards_Conceptualising_an_Alternative_Framework_of_Assessment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/26528941/Assessment_Curriculum_Pedagogy_Towards_Conceptualising_an_Alternative_Framework_of_Assessment_Title_Assessment_Curriculum_Pedagogy_Towards_Conceptualising_an_Alternative_Framework_of_Assessment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="27929456" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/27929456/_2016_The_Role_of_Assessment_in_Teaching_and_Learning">(2016) The Role of Assessment in Teaching and Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1395612" href="https://nottingham.academia.edu/DWW">Danielle Wood-Wallace (DWW)</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Deeply embedded in the current education system is assessment. Within education, assessment is used to track and predict pupil achievement and can be defined as a means by which pupil learning is measured (Ronan, 2015). The delivery of teaching and learning within schools is often predetermined by what is assessed, with pupils actively being taught how to achieve the success criteria (appendix 7a). Recognised as a key professional competency of teachers (GTCNI, 2011) and the 6th quality in the Teachers’ Standards (DfE, 2011), assessment can be outlined as ‘the systematic collection, interpretation and use of information to give a deeper appreciation of what pupils know and understand, their skills and personal capabilities, and what their learning experiences enable them to do’ (CCEA, 2013: 4). The aims of the current essay are to venture further into the role of assessment in teaching and learning, paying particular attention to how formative and summative forms of assessment contribute to the discipline; and what impact these have at the classroom and the school level for both teachers and learners. The paper will examine my own experiences of using formative and summative assessment in the classroom, looking specifically at the summative processes I am aware of, before evaluating the purpose of Independent Thinking Time (ITT) and Talk Partners (TP); and how formative assessment can take place within these. In addition to this, the essay will also explore the role of Closing the Gaps (CTGs) in marking, and how questioning can assess conceptual understanding. These will be evaluated against the Teachers’ Standards. The essay will endeavour to foreground some potential challenges with formative and summative assessment (including what I have learned about assessment), before identifying some areas for future development and the strategies to facilitate these.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"(2016) The Role of Assessment in Teaching and Learning","attachmentId":48226800,"attachmentType":"pdf","work_url":"https://www.academia.edu/27929456/_2016_The_Role_of_Assessment_in_Teaching_and_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/27929456/_2016_The_Role_of_Assessment_in_Teaching_and_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="34601621" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/34601621/Purpose_Meaning_and_Alignment_Dual_frameworks_to_scaffold_understanding_and_design_of_assessment_to_enhance_the_student_and_teacher_experience">Purpose, Meaning and Alignment: Dual frameworks to scaffold understanding and design of assessment to enhance the student and teacher experience</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33808233" href="https://cdu.academia.edu/RoslynRowen">Roslyn Rowen</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Assessments are sometimes ambiguous and not always aligned to learning outcomes or rubrics, causing confusion between stakeholders. At Charles Darwin University (CDU) this problem is often first identified by students, where during one-on-one consultations with the Academic Language and Learning (ALL) team, they present with questions seeking clarification on the purpose and meaning of an assessment task. While these tasks would often benefit from rewording , they cannot be altered in the current delivery of the course. To help address this problem, two interrelated frameworks have been developed: the Assessing Assessment (AA) framework 1 is used to diagnose where assessments are lacking in purpose, meaning and alignment; and the Challenge/Support (C/S) framework 2 uses the above diagnosis to plan for the necessary ALL support to ensure a challenging yet achievable task. This paper describes the frameworks and their development and discusses their application through a case study. The paper suggests that beyond the practicality of using the frameworks in a responsive way to provide 'just-in-time' curriculum-integrated student learning support, they also have the potential to be used in a proactive way to improve assessment design and plan for integrated ALL support where problems can be preempted. This transition from a temporary to a long-term application is discussed.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Purpose, Meaning and Alignment: Dual frameworks to scaffold understanding and design of assessment to enhance the student and teacher experience","attachmentId":54467575,"attachmentType":"pdf","work_url":"https://www.academia.edu/34601621/Purpose_Meaning_and_Alignment_Dual_frameworks_to_scaffold_understanding_and_design_of_assessment_to_enhance_the_student_and_teacher_experience","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/34601621/Purpose_Meaning_and_Alignment_Dual_frameworks_to_scaffold_understanding_and_design_of_assessment_to_enhance_the_student_and_teacher_experience"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="31880927" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/31880927/Critical_Analysis_of_Assessment_in_Education">Critical Analysis of Assessment in Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="25726150" href="https://independent.academia.edu/JohnsonWaweru1">Johnson Waweru</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The success of the teaching and learning process depends on the ability of the teacher to use appropriate methods in the teaching process as well as assessment. With a wide range of assessment methods, every teacher must carefully select the right method in order to determine the progress of each learner before the end of the lesson, session, unit or course. Despite the differences or similarities in the assessment methods, it is crucial to remember that the assessment process should have goals that include improving the learning process for the sake of the learner. For this assignment, I will be comparing the Formative and Benchmarking methods of assessment as experienced and witnessed in my career.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Critical Analysis of Assessment in Education","attachmentId":52167345,"attachmentType":"doc","work_url":"https://www.academia.edu/31880927/Critical_Analysis_of_Assessment_in_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/31880927/Critical_Analysis_of_Assessment_in_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="89637694" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/89637694/Learning_about_assessment_for_learning_a_framework_for_discourse_about_classroom_practice1">Learning about assessment for learning: a framework for discourse about classroom practice1</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="86981" href="https://kcl.academia.edu/annmariebrandom">ann-marie brandom</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Teacher Development, 2005</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Learning about 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