Assessment ...for... as ... of ... Learning

The current BC Ministry of Education IRPs utilize the concept of assessment for ... as ... of ... learning throughout the evaluation process.

Three major types of assessment can be used in conjunction to support student achievement.

Assessment for learning is assessment for purposes of greater learning achievement.
Assessment as learning is assessment as a process of developing and supporting students’ active participation in their own learning.
Assessment of learning is assessment for purposes of providing evidence of achievement for reporting.

Assessment for learning	Assessment as learning	Assessment of learning
Formative assessment is ongoing in the classroom	Formative assessment is ongoing in the classroom	Summative assessment occurs at end of year or at key stages
teacher assessment, student self-assessment, and/or student peer assessment criterion-referenced – criteria based on prescribed learning outcomes identified in the provincial curriculum, reflecting performance in relation to a specific learning task involves both teacher and student in a process of continual reflection and review about progress teachers adjust their plans and engage in corrective teaching in response to formative assessment	self-assessment provides students with information on their own achievement and prompts them to consider how they can continue to improve their learning student-determined criteria based on previous learning and personal learning goals students use assessment information to make adaptations to their learning process and to develop new understandings	teacher assessment may be either criterion-referenced (based on prescribed learning outcomes) or norm-referenced (comparing student achievement to that of others) information on student performance can be shared with parents/guardians, school and district staff, and other education professionals (e.g., for the purposes of curriculum development) used to make judgments about students’ performance in relation to provincial standards

Excerpts from Current IRPs (2007, 2008, 2009).