Question
What is the difference between Assessment of Learning (AoL) and Assessment for Learning (AfL)?
Answer
Assessment of Learning (AoL) and Assessment for Learning (AfL) are two distinct approaches to educational assessment, each serving different purposes and functions within the learning process.
Regarding assessment of Learning (AoL):
Purpose: AoL is primarily summative, focusing on evaluating student learning at the end of an instructional period. It is used to measure what students have learned and to report this information to stakeholders such as educators, parents, and policymakers (Loyd and Koenig, 2008; Harrison and Wass, 2016; Lee, 2011).
Characteristics: AoL often involves standardised tests and high-stakes assessments that serve administrative and reporting purposes. It is typically used to certify learning and make decisions about student progression (Loyd and Koenig, 2008; Lee, 2011).
Implementation: AoL is characterised by its focus on outcomes and is often seen as a hurdle that students must overcome, rather than a tool for further learning (Harrison and Wass, 2016).
Regarding assessment for Learning (AfL):
Purpose: AfL is formative, aimed at using assessment to improve and guide ongoing learning and teaching. It focuses on providing feedback to students to help them understand their learning progress and how to improve (Loyd and Koenig, 2008; Heng, Song and Tan, 2021; Lee, 2011).
Characteristics: AfL involves interactive and in-the-moment feedback, encouraging students to engage actively in their learning process. It emphasizes the use of assessment as a tool for learning rather than just a measure of learning (Brown, 2019; Wu, Zhang and Liu, 2021).
Implementation: AfL includes strategies like formative feedback, peer assessment, and self-assessment, which are designed to enhance student motivation and engagement (Lee, 2011; Wu, Zhang and Liu, 2021). It is often integrated into daily classroom activities and encourages a collaborative learning environment (Heng, Song and Tan, 2021; Wu, Zhang and Liu, 2021).
In summary, AoL and AfL differ mainly in their purpose and application. AoL is summative, focusing on measuring and reporting learning outcomes, while AfL is formative, emphasizing the use of assessment to support and enhance the learning process. Both approaches play crucial roles in education, but they serve different functions and are implemented in distinct ways to achieve their respective goals.
References
Loyd, G., & Koenig, H., 2008. Assessment for Learning: Formative Evaluations. International Anesthesiology Clinics, 46, pp. 85-96. https://doi.org/10.1097/AIA.0b013e31818623df
Heng, T., Song, L., & Tan, K., 2021. Understanding the interaction of assessment, learning and context: Insights from Singapore. Educational Research, 63, pp. 65 – 79. https://doi.org/10.1080/00131881.2021.1874248
Harrison, C., & Wass, V., 2016. The challenge of changing to an assessment for learning culture. Medical Education, 50. https://doi.org/10.1111/medu.13058
Lee, I., 2011. Bringing innovation to EFL writing through a focus on assessment for learning. Innovation in Language Learning and Teaching, 5, pp. 19 – 33. https://doi.org/10.1080/17501229.2010.502232
Brown, G., 2019. Is Assessment for Learning Really Assessment?. Frontiers in Education. https://doi.org/10.3389/feduc.2019.00064
Wu, X., Zhang, L., & Liu, Q., 2021. Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.725132
Earl, L. (2003). ‘Assessment of Learning, for Learning and as Learning’ in Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks, CA: Corwin Press.
