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Breanne Caldwell

EDUC 430-S04 Reading Response 3

I had never considered formative assessment as learning as a type of ‘assessment’ prior to

this week’s readings. I viewed assessment as a way of measuring learning, possibly due to the

emphasis on standardized education and summative assessment throughout my academic career.

Like other students, I vividly remember doing poorly on a few summative assessments. Those

instances made me feels very unmotivated, like a failure, and like I was unable to learn.

Assessment as learning may allow students to acknowledge that failure is not a negative

aspect of learning. Formative assessments place an “emphas[is] [on] progress and achievement

rather than failure” (WNCP, 2006, p. 7) which may increase students self efficacy. If students are

permitted to fail in encouraging settings, without that failure being detrimental to their grades,

they may feel more motivated, and have higher self-efficacy while learning. Giving students the

“opportunity to revise is essential” (Self-assessment, 2013) as it allows them to “further their

own learning” (Nevin, 2015) by practicing improvement, leading to increased feelings of

competency. If I had more opportunities to experience metacognition during practice and failure

in a supportive environment, it may have increased my self-perception of my own abilities.

Assessment as learning may also increase student’s autonomy, as it allows them to

become “adaptable, flexible and independent in their learning and decision making” (WNCP,

2006, p. 42). Increased autonomy may contribute also to higher motivation to learn, and may

allow students to “advocate for their own learning” (Nevin, 2015). Additionally, it may provide

students practice with critical thinking because they are not being evaluated on correctness.

I now view assessment differently. I view it as a tool during learning, and an assessment

for my own teaching, in addition to a summative assessment for learning. My future goal is to

become proficient in incorporating all three into my own practice.


Nevin, L. (2015). Assessment for, of and as learning. Thames Valley District School Board.

Retrieved from http://www.tvdsb.ca/webpages/takahashid/techdia.cfm?subpage=128207

Self-assessment: Reflections from students and teachers [Video file]. (2013). Jobs for the Future.

Retrieved from https://www.youtube.com/watch?v=CkFWbC91PXQ

Western and Northern Canadian Protocol for Collaboration in Basic Education (WNCP). (2006).

Three purposes of assessment. In Rethinking classroom assessment with purpose in mind:

Assessment for learning, assessment as learning, assessment of learning (pp. 27-66).

Winnipeg, MB: Manitoba Education, Citizenship and Youth.