CLASSROOM ASSESSMENT: ASSESSMENT FOR LEARNING, ASSESSMENT OF LEARNING AND ASSESSMENT AS LEARNING

Abstract

The paper discussed classroom assessment with focus on assessment for learning, assessment as learning and assessment of learning. In the educational system, assessment is the major technique for the determination of the learners' performance. For the objective in any learning to be achieve, assessment should be carried out. Therefore, identifying the purpose of any assessment is critical for it to be productive and efficient. Teachers use many different strategies and tools for classroom assessment, and they can adapt them to suit the purpose and the needs of individual students. Without using a variety of assessment tools and techniques, it will be very difficult for teachers or assessors to gather information about what those being assessed have learnt or able to do, and provide positive supportive feedback to students. The information from assessment are used to diagnose the individual needs of the students and also to improve instructional programmes thereby promoting
national development. It was therefore suggested that the teachers should be trained on the art of identifying particular learning needs of the students, as well as providing immediate feeds back mechanism and direction to students; and also provide a range of alternative mechanism for assessing the same outcomes and approaches that are transparent so as to yield better interpretations.