CTET CDP: Assessment for Learning, Assessment as Learning & Assessment of Learning | School-Based Assessment & CCE - Power Within Psychology

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Is assessment only about conducting tests and giving marks? Or can assessment actually become a part of the learning process?

Imagine three different classrooms. In the first, a teacher observes students’ work and uses their mistakes to modify the next lesson. In the second, students check their own progress, identify their mistakes, and decide how they can improve. In the third, students take a final examination to demonstrate what they have learned.

All three involve assessment, but their purposes are different.

What is Assessment?

Assessment is the systematic process of collecting and interpreting information about a learner’s knowledge, skills, understanding, progress, and learning needs.

Assessment can help teachers and learners:

Identify strengths and difficulties
Monitor progress
Provide feedback
Improve teaching strategies
Develop self-awareness
Support individual learning needs
Measure achievement

Assessment is therefore much broader than examinations.

A classroom discussion, observation, project, quiz, portfolio, presentation, worksheet, peer assessment, or final examination can all be forms of assessment.

The Three Perspectives of Assessment

The three important perspectives can be remembered as:

Assessment for Learning → Teacher uses assessment to improve learning
Assessment as Learning → Learner uses assessment to monitor and improve their own learning
Assessment of Learning → Assessment measures what the learner has achieved

This distinction is highly important for CTET.

1. Assessment for Learning

Assessment for Learning, commonly abbreviated as AfL, refers to assessment used during the learning process to understand students’ learning needs and improve their learning.

It is closely associated with formative assessment.

The central question is:

“How can assessment help the learner move forward?”

Example:A teacher conducts a short activity after teaching fractions. She notices that several students are confusing numerator and denominator.Instead of simply recording their marks, she identifies the misconception, explains the concept again, uses visual examples, and gives students another opportunity to practise.

This is Assessment for Learning because assessment information is being used to improve ongoing learning.

2. Assessment as Learning

Assessment as Learning goes one step further.

Here, learners themselves become active participants in the assessment process. Students monitor, evaluate, and reflect on their own learning.

The central question is:

“How can I understand and improve my own learning?”

Students learn to:

Monitor their progress
Identify their mistakes
Reflect on their understanding
Set learning goals
Evaluate their own work
Decide what they need to improve

Example:A student writes an essay and uses a checklist to review it:

Have I included an introduction?

Have I explained my ideas clearly?

Have I given examples?

Have I checked grammatical errors?

The student identifies weaknesses and revises the essay.

This is Assessment as Learning because the learner is actively monitoring and regulating their own learning.

3. Assessment of Learning

Assessment of Learning, commonly abbreviated as AoL, is mainly used to determine what a learner has achieved after a particular period of instruction.

It is generally associated with summative assessment.

The central question is:

“How much has the learner achieved?”

Example:At the end of a term, students take a final examination. Their scores are used for grades, reporting, or certification.

This is Assessment of Learning.

Assessment for vs As vs Of Learning

Assessment for Learning	Assessment as Learning	Assessment of Learning
Improves ongoing learning	Develops learner’s self-monitoring	Measures achievement
Mainly teacher-guided	Learner-centred	Usually teacher/institution-led
Focuses on feedback and improvement	Focuses on reflection and metacognition	Focuses on results
Happens during learning	Happens as learners monitor their learning	Usually occurs after learning
Identifies learning gaps	Identifies personal strengths and weaknesses	Determines achievement
Teacher uses evidence to modify teaching	Learner uses evidence to regulate learning	Results may be used for grades/reporting
Example: Diagnostic classroom quiz	Example: Self-assessment checklist	Example: Final examination

School-Based Assessment

School-Based Assessment refers to assessment carried out as an integral part of the teaching-learning process within the school.

It allows teachers to gather evidence of learning through multiple methods rather than depending entirely on one final examination.

Methods may include:

Classroom observation
Oral questioning
Projects
Assignments
Worksheets
Portfolios
Quizzes
Presentations
Group activities
Practical work
Self-assessment
Peer assessment

School-based assessment provides teachers with opportunities to understand learners in their regular classroom environment.

Importance of School-Based Assessment

School-based assessment helps teachers:

Identify learning difficulties early.
Understand individual differences.
Monitor progress.
Provide timely support.
Modify teaching strategies.
Encourage participation.
Assess different skills and abilities.
Provide multiple opportunities to demonstrate learning.

Example:A student may perform poorly in a written examination but demonstrate excellent understanding during a practical activity or classroom discussion.

A varied school-based assessment system can capture these differences.