Module 3.2 Different types of assessment

Assessment and documenting learning

Module 3.2 will assist you in thinking through how you assess, which directly relates to what learning the assessment will capture. Play provides a vehicle where students can demonstrate their skills, understanding and learning. During play, assessments can be made in relation to their progress in curriculum areas, as well as their play ability. This is discussed further in Module 3.3.

Documenting learning in play-based and inquiry learning can take the form of observations, portfolios, video and audio recordings, work samples, anecdotes, language transcripts, running records and student’s self-reflections. This is not an exhaustive list but demonstrates the variety of tools teachers can use to identify and document the learning outcomes achieved through play-based and inquiry led experiences.

Downloadable version of Questions for learners and teachers.

Three Types of Assessment

Assessment is powerful and diverse. It supports teachers to understand what students know, to enable them to guide their own learning and shape teaching practices.

Type 1 - Assessment of Learning

Type 2 - Assessment as learning

Assessment as learning positions students as actively involved in assessing their own learning through the support and development of their metacognitive skills. When students are involved in self-assessing, thinking and monitoring their own progress on what and how they learn, it can give them a sense of ownership and help them take more control of their own learning as they interact with teachers and peers. This positions students as capable and competent learners, who are supported to learn more about what they learn, and what they would like to learn. In this way, the process of assessment is a learning experience in and of itself.

Type 3 - Assessment for learning

Assessment for learning views assessment and teaching as intertwined and not separate to each other.

Student learning is shaped by the teachers’ use of practices such as questioning and provision of timely feedback.

It is considered a continuous process, involving teachers finding out what students know, understand and can do, and then modifying their teaching to help students to be successful on a daily basis.

This enables teachers to refine their teaching approach, build on students previous learning and support new learning. It is ongoing and occurs in context. This is formative assessment.

Assessment for learning is the only form of assessment ‘which extends students’ learning because it enhances teaching. All other forms of assessment serve as checks on whether or not learning has occurred, not as a means – in themselves – of bringing about learning’ (Nutbrown, 2006, p.126).

To read more about the principles and practices of assessment ‘as’ and ‘for’ learning, visit the DET Assessment site.