Showing posts from January, 2020

The lack of understanding boils down the development of assessment for learning

It is sad that even in the country like Finland, which education system is regarded as one of the best in the world, assessment is commonly talked without the context of learning. We should put more focus on what we are talking about when we are talking about assessment for learning (formative assessment). Formative assessment is for learning, not for the judgment of learning. A right starting point for the conversation about assessment is not what tools should be used to measure learning outcomes and how well we can put students in line based on their competence. The right starting point is the goals of learning and our understanding about teaching. In their highly cited article, Scardamalia and Bereiter’s (1991) introduced three idealised models of teaching. In  model A , the focus is on getting the teacher’s job done and learning is thought to be a by-product of this activity. The student is required to show activity in the tasks given by the teacher and needs to do it as instruct