Incorporating assessment of learning in assessment for learning :

Abstract

All efforts invested in teaching are futile without ascertaining that learning has taken place. The only proof that learning has taken place is an assessment result or outcome. In considering this single most important proof of teaching and learning, we have provided in this paper a desk-based investigation of three types of assessment outcomes: practical competence, foundational competence, and reflexive competence. The paper aimed to achieve two objectives: (a) to explore the principles of constructive assessment and (b) to suggest the approaches to shifting from summative assessment of the foundational competences to formative, constructive assessment of practical and reflexive competences. Literature reveals that in Uganda, mainly foundational (lower order cognitive domain) as opposed to practical (affective, psychomotor, and higher order cognitive domain) competence is assessed, with little, if any, reflexive competence ingrained in the process. In this case, the learner’s reflexive competence of decision making with understanding, and with an ability to adapt appropriately and responsibly to change in unforeseen circumstances and to explain the reasons behind these adaptations cannot be ascertained. We propose that effective assessment for learning practices should have the potential to greatly increase both student achievement and motivation through students’ and teachers’ knowledge of learning outcomes, existing gaps in learning outcomes, and how to close the gap. This paper thus provides strategies of incorporating assessment of learning in assessment for learning so as to promote practical and reflexive competences in the learners. An assessment that achieves these objectives needs to result in accurate information, provide descriptive rather than evaluative feedback to students, and incorporate student engagement involving the 21st century skills. Key words: assessment of learning, summative assessment, assessment for learning, formative assessment, practical competence, foundational competence, reflexive competence