Assessment for Learning and its Importance

Discuss about the Assessment for Learning in Singapore.

Assessment for Learning is a mode of learning that is intended for the individuals who are new to its foundation. The AFL has turned into an essential point of reasonable discussion and even change in numerous Western nations. It is similarly critical in different districts of the world, albeit less subject to change. However, talks of evaluation crosswise over social limits are not visited,and in a globalizing world, this can be hazardous. The mentor can recognize blunders in the understudy’s work instantly and afterward to give elucidation, and further development if vital (Guskey, 2010). Sprout portrayed these two procedures as “input” and “correctives,” and this dialect has progressed toward becoming a piece of the standard method for discussing evaluation from that point onward. Be that as it may, in a basic sense, Bloom’s refinement amongst “input” and “correctives” has been counterproductive and has served to misshape the first signs of the expression “criticism” in an unusually tragic way.

Teachers’ utilization of AFL is irrationally hopeful (Assessment Reform Group, 2009). It is hard to change from conventional thoughts where appraisal information was thought to be intelligent of understudies’ capacities. To attempt this change, educators require chances to build up this learning as they dig into the evaluation data, to discover what it implies for their learning and to take part in numerous chances to gain the new information and abilities. Changing showing practice in ways that advantage understudies implies consistent watching that such changes are having the coveted effect.

AFL enhances the learning process of the student by seeking any clarifications from the teacher which increase the performance of the student. It is different from Formative Assessment (FA) and Summative Assessment (SA) as they measure what students have learned at the end of the unit, and if they have met the required standards for certification or completion to particular jobs. They generally focus on performance (Swaffield, 2011). According to Kennedy et al., (2008), Formative Assessment is a method used by teachers and understudies as an element of the rule that contributes to change advancing instructing and making sense of how to upgrade understudies’ achievement of focus substance. As examination for learning, formative assessment practices outfit understudies with clear learning targets, cases, and models of steady and frail work, predictable, drawing in feedback, and the ability to self-overview, track learning, and set goals.

Challenges of Implementing AFL in Classroom Settings

Assessment for Learning (AFL), regularly synonymously named as ‘formative assessment’ (FA), is a basic piece of a decent classroom work on and has been perceived as a way to deal with and improve understudy learning. There has been developing help for AFL at national approach level as studies have demonstrated that inserting AFL produces considerable and noteworthy knowledge picks up (Vlachou, 2015). In Singapore, a comprehensive evaluation is actualized in every elementary school as “chomp measured appraisal” (Tan, 2017). Nonetheless, it didn’t meet the arrangement goal of underlining the utilization of evaluation to help to learn and lessening the accentuation on examination comes about as instructors essentially utilize the appraisals as smaller than normal tests to get ready for high stakes examinations. AFL has not yet been actualized in Singapore school notwithstanding the endeavors made by the legislature. (Smith, 2012).

The target of this paper, along these lines, is to research and look at the key factors that encourage or obstruct the execution of AFL in day by day classroom rehearse drawing examples from Singapore primary schools and making inferences from other countries in the world. 

The Singapore Primary Education Review and Implementation (PERI) Committee perceived that the utilization of examinations and tests in Singapore classrooms had given an imperative “appraisal structure to guarantee the securing of solid foundational information” (PERI, 2009, p. 1). Moreover, the panel is additionally mindful that in the following lap of the advancement of the Singapore instruction framework. Schools should move the focal point of evaluation far from the overwhelmingly summative utilization of tests and examinations especially in the lower essential level, as a distraction with examination achievement, can thwart the general advancement of the child. In Singapore, holistic assessment is actualized in every single elementary school as “nibble estimated evaluation” the Ministry of Education (MOE) recommended two significant ways to implement holistic assessment in Singapore: Use of different testing modes and determining the best balance between summative and formative assessment practices in the classroom (Leong & Tan, 2014).

Keeping in mind the end goal to ultimately address the components for fruitful usage of AFL, it is necessary likewise to investigate the issues and factors that prevent the achievement of the previously mentioned. Implementation of AFL has faced some challenges in Singapore. Implementation refers to the process of putting something into action and waits for the results. Several countries in the world have faced several implementation challenges of AFL. Like for instance, in France, instructors have no contribution in the formal evaluation of understudies, and, perhaps thus, have been allowed to focus on the utilization of appraisal to serve to learn. This is opposite to Singapore as teachers contribute fully to the evaluation of students.  The culture in France allows for quick implementation of AFL which is lacking in Singapore. Singapore should embrace a culture that facilitates proper implementation of AFL. Teachers should also show a positive attitude towards their work. Culture plays a critical role when implementing change in a particular group of people.  (Jonsson et al., 2014).

Culture and Leadership

Culture impacts all parts of schools, including how educators enrich their classrooms, their accentuation on specific parts of the educational programs, and instructors’ eagerness to change (Hargreaves, 1997). It includes shared convictions and qualities which is vital as far as building up a synergistic relationship among educators. A past filled with unsuccessful changes may have fabricated culture of lack of care towards change. Instructors, they tend to convey amount rather than quality given the need to deliver a lot of responsibility work. If most of the instructors are not dedicated to change, at that point, the way of life won’t be helpful for a change.

 The school pioneers can’t execute change without anyone else, yet they are the most powerful gathering of individuals to roll out improvement forms succeed or fall flat. They are the storytellers who will choose and declare what must be done, what should be possible, and what can’t (Ball et al., 2011). The good and skillful administration is a key contributing variable to effective change (Hallinger, 2003). In my specific circumstance, authority is firmly identified with different variables of usage, for example, structure, instructor’s learning, administrative issues, and culture. The administration tends to go to the formal pioneers. A more significant part of the instructors were beneficiaries of the change and had nothing to do with the fundamental leadership process. It outlines a more best down initiative style in the association thereby the recipients may not share the management’s responsibility regarding the change mainly when business people are needed to convince the educators of the change. According to Fullan (2007), school leaders should show specific forms of support through offers of process coaching, realistic time plans and resourcing, and an adequate information system about the reform.

According to Vlachou (2015), the issues identifying the usage of the AFL in classroom settings are well examined. Despite the fact that there are critical improvements in AFL in the English schools, its execution did not realize any significant learning picks up. It is distinguished that in spite of the fact that AFL is executed, its effect share is not broadly felt. The considerable test is that AFL is dealt with like a trademark as opposed to an appraisal to enhance learning. The educators don’t comprehend the standards behind AFL and its hypothetical underpinnings since they utilize AFL as an approach to plan understudies for high stake examinations as opposed to advancing profound the learning.

Professional Development for Teachers

Past studies well discussed the essentials for efficient execution of FA. A constraint of the previous study is that both Heritage and Tan neglected to give bits of knowledge about the likely outcomes specific issues upon the utility of AFL. Legacy concentrated on the essential learning and aptitudes for instructors to execute the center elements of FA successfully through immediate feedback, the involvement of the student and learning progressions. Similarly, Tan perceived the recognizable proof of hole and input as fundamentals for AFL. Tan contends that understudy association and learning forms are internal components required for AFL (2013, 45). Conversely, Heritage’s four center components are not being encircled in connection to each other, and in this way does not advise how these components would juncture each other to guarantee fruitful usage.

Vlachou (2015) recommends that there is a requirement for sharp thought on approaches that emphasis on the Professional Development (PD) of the instructor. She recognized that AFL rehearses supported most adequately by instructors who team up with each other and consequently educators ought to efficiently take an interest in learning groups. Keeping in mind the end goal to reflect the credible standards of AFL, the arrangement creators need to concentrate more on the instructing and adapting, instead of responsibility and norms. The PD projects ought to be bolstered by the strategy producers, school pioneers, and overseers by giving assets and impetuses to the instructors since they assume a massive part in AFL. In like manner, Smith (2011) likewise talked about the significance of PD. She delivered a worry in regards to the ability of instructor teachers who guide and bolster PD of AFL in schools. In this way, with the goal for AFL to be felt at the classroom level, there is a requirement for PD forms at various levels of instruction frameworks.

The implementation of AFL in my unique situation (Singapore) would require a view past the ordinary worldview as it includes a more extensive social and mentality change for a general public that is execution centered because of high-stakes examinations. Hoban (2002) noticed that most curricular execution endeavors have fizzled because they are forced robotically without thinking about the truth of the mind-boggling nature of the school. As prompted by Hoban (2002), one-off workshops are not viable for a fundamental change that incorporates numerous interconnected components. Besides, preparing would take away significantly a higher number of instructors’ valuable time (Stoll & Fink, 2006), which may then outcome in passionate protection towards preparing and change.

Conclusion

Clarity is an imperative normal for a change. Every single key member of the shift must know its “why, what, and how” – why the change is sought after, what it indeed comprises of, and how it is to be actualized and also how vital it is in concerning different activities (Black &William 2005).Clarity isn’t to be underestimated just by setting aside a few minutes for training, yet additionally about what is clarified amid preparing. Designating time for preparing isn’t tied in with outfitting educators with ‘new traps,’ yet to guarantee that the standards and thoughts supporting the change are clear and comprehended at all levels as the way instructors educate is grounded in what they think and what they accept. Moreover, the educators likewise must be clear about the planned results of the change to such an extent that the instructors and pioneers of the change share a similar comprehension of how the change would affect the nature of educating and learning. Being clear in the proposed results and standards of the changes would disseminate questions and worries among teachers. If instructors are not clear about the changes, they can roll out surface-level improvement (Black &William 2009).

Complexity and scope of AFL can be a significant hindrance towards implementation. Complexity alludes to the trouble and degree of progress required (Fullan, 2007). Complex changes result in more noteworthy change, yet also request more push to actualize. Educators must retain another state of mind about the learning and another routine with regards to getting it (Evans, 2006). It will challenge profoundly inserted behavioral regularities of classrooms and expect instructors to desert their dug in convictions, suspicions, propensities, and parts. Moreover, having different concurrent changes may exhaust us, missing the mark regarding upgrades that are a long way past our ability. With the goal for educators to see the common sense and practicality of the change, changes must accompany valuable how-to-do-it quantifies, address critical necessities, be engaged and clear, and be of reasonable extension and multifaceted nature. Educators must feel that they can accomplish it. Besides, changes ought to likewise be joined by a high level of both expert security and mental wellbeing (Evans, 1996). All things considered, educators require the security and additional consolation to relinquish the old teaching method and take in another one.

The other confinement identified with the way educators rehearses AFL in their classrooms. The prior audit did not discuss the compelling teaching method for effective execution of AFL. For example, the educator understudy approach and model of learning ought to be upgraded to encourage inclusivity and an entryway for basic reasoning (Heitink et al., 2016). An appraisal can be an open door for educators to enhance their own particular instructional methods went for upgrading taking in; the instructor understudy approach makes a stage with differed thoughts that influence the figuring out how to process an effective wander. One of the key educational abilities that instructors ought to apply is the inquiry posturing approach amid learning sessions. This is essential that was recorded among a few others for AFL execution. In Heritage’s (2007) article, the scrutinizing was not recorded as one of the essential abilities that an instructor ought to have for the effective execution of FA. Legacy recorded four particular aptitudes, in particular, deciphering proof, coordinating guideline to the hole, making classroom conditions, and showing understudies for self-evaluation.

He claims that a few successions of teacher-student connection in which an instructor produces and follows up on developmental appraisal information. We take a look at the instructor’s practices of question development and the next academic advances set aside a few minutes to help and further study learning. Our perceptions are guided by the accompanying exploration addresses: (a) what are the interactional practices that constitute developmental appraisal? (b) Are there noticeable classroom schedules and association that help these interactional practices? Our perceptions propose that open and aware instructive addressing is a key asset in inspiring understudies’ present learning status, and for settling on choices about subsequent stages in understudy learning. Stable classroom schedules and commonly comprehended interactional objectives and practices are noteworthy backings for these procedures. In Heitink et al., (2016) article, he suggests that students should take a major and active part in learning proceedings by taking the question posing approach with seriousness so that they can ask whatever they don’t understand in the classroom context.

In spite of the fact that Heritage did not drill down addressing as one of the aptitudes educators require, she did quickly say the utilization of inquiries amid the made arrangements for the association to inspire significant appraisal data. Heitink expounded that educators ought to have the capacity to make instructive conditions in the classroom by setting up inquiries to give engagement the understudies to inspire considering and upgrade learning. As per Aschbacher & Alonzo (2006), the kind of inquiries asked and the practices followed in the classroom assumes a vital part in the improvement of learning abilities in understudies. They found that utilizing the inquiry posturing approach give calculated concentration ended up being the best ones to evoke understudies’ reasoning. Such practices go about as a direct system that to advance learning in the understudies. Additionally, Marshall & Drummond (2006), likewise bolstered that scrutinizing assumes a fundamental part in AFL hones since successful addressing is essential in giving chances to the understudies in extending their reasoning through follow up requests for illumination from the instructor. The inquiries requested that request understudies move assist in their learning and apply the actualities learned into the following action they take part in.

Altogether, there could be emotional resistance because of time limitations and additionally insufficient preparing, prompting the absence of lucidity, purchase in and the know-how to coordinate new practices with existing one. Passionate protection could likewise come about because of school culture, which is the arrangement of states of mind, convictions, qualities and lifestyles that individuals from an association hold in like manner Black et al., 2004). A negative school culture could emerge from fizzled encounters of past changes or low put stock in conditions. Without the upfront investment, individuals from the school staff won’t be focused on accomplishing successful execution, which at that point prompts the change being unsuccessful. This could mean not just that constantly, vitality and assets dedicated to that change will be for little more than, additionally that negative convictions about the change’s characteristic esteem could create and be hard to change

Other than the previously mentioned factors, it is likewise basic to consider different components that encourage or impede the execution of AFL. The deliberate audit by Heitink uncovered a few different requirements for AFL usage (Carless & Zhou 2016). For example, every included operator ought to have an inspirational state of mind towards the utilization of AFL, and schools ought to have a positive culture that energizes educator independence and encourages joint effort. This is one of the difficulties confronting Singapore instruction framework. It is suggested that instructors ought to have the educational substance learning to incorporate AFL in understudies’ learning and have the capacity to decipher data about understudy learning on the spot (Bennett, 2011). Furthermore, instructors ought to have a constructivist perspective of learning and be in charge of understudy accomplishment of objectives instead of only scope of the educational modules. She advised that AFL rehearses should be lined up with the educational modules and be firmly incorporated into classroom direction. The evaluation errands ought to inspire understudy’s basic reasoning and the capacity to apply what has been educated in class by the educator.

Other outstanding obstructions blocking the utilization of AFL incorporate useful limitations, for example, time, class sizes, and assets (DeLuca et al., 2012). As previously mentioned, DeLuca likewise referred to reasonable disarrays and saw misalignment between framework needs and classroom evaluation rehearses as basic difficulties in the usage of AFL. These difficulties can come about because of the strains amongst FA and responsibility frameworks in examination-situated culture, therefore the framework needs ought to be adjusted to the classroom rehearses (Ratnam-Lim & Tan, 2015). Hence, with our present set of high-stakes examinations, instructors may not completely comprehend the method of reasoning for utilizing and coordinating AFL procedures or have a negative impression of AFL.

Conclusion

To conclude, teachers are profoundly established practically speaking drill methods of the guideline in our present high-stakes examination culture, they may think that it’s hard to move far from the traditional instructor coordinated methodologies. So as to encounter accomplishment in actualizing AFL, it is of high significance to give helping materials in the classroom setting, for example, graphs and recordings through projection. This encourages better learning procedure and great conceptualizing of thoughts by the understudy. As featured by numerous examinations, PD is vital in supporting the achievement of AFL execution (Heritage et al., 2012). In the long haul, PD has been found to help instructors in the utilization of evaluation comes about, criticism, addressing, and instructional assets (Heitink et. al, 2016). In this manner, PD forms should be upheld at different levels of the training framework to adjust arrangement to hone. It is hard to receive AFL when it is entirely forced on the instructors by the national arrangement creators to execute and hone AFL crosswise over numerous classrooms in the nation. This will prompt bothersome results as educators may not comprehend the genuine significance of AFL.

I will draw my conclusion from assessment traditions around the world basing my arguments in various parts of the world such as England, France, Germany and United States of America. In France, instructors have no contribution in the formal evaluation of understudies, and, perhaps thus, have been allowed to focus on the utilization of appraisal to serve to learn. In Germany, confidence in the training framework has been impressively undermined by late horrible global correlations, in spite of the fact that confidence in the capacity of tests both to quantify adapting precisely and to allot understudies to various instructive pathways has all the earmarks of being unshaken. In England, instructors’ judgments do encourage into national evaluations however worries for unwavering quality and responsibility imply that such judgments are made in a way that has little effect on learning. In the United States, numerous requests for responsibility at various levels of the framework have brought about different evaluation frameworks; however, these have a tendency to be centered on estimating the measure of discovering that has occurred, giving little knowledge into how it may be moved forward. It is inferred that the compelling combination of developmental and summative elements of appraisal should take distinctive structures in various nations and is probably going to be to a great degree troublesome.

References

Aschbacher, P., & Alonzo, A. (2006). Examining the utility of elementary science notebooks for formative assessment purposes. Educational Assessment, 11(3-4), 179-203.

Assessment Reform Group, (2009). “Assessment for learning: Beyond the black box.” Université de Cambridge, School of Education.

Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.

Black, P., &William, D. (2005). Inside the black box: Raising standards through classroom assessment. Granada Learning.

Black, P., &William, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation, and Accountability, 21(1), 5-31.

Black, P., Harrison, C., Lee, C., Marshall, B., &William, D. (2004). Working Inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1).

Carless, D., & Zhou, J. (2016). Starting small with assessment change: short in-class written responses. Assessment & Evaluation in Higher Education, 41(7), 1114-1127.

DeLuca, C., Luu, K., Sun, Y., & Klinger, D. A. (2012). Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning. Assessment Matters, 4, 5-29.

Deneen, C. C.  Fulmer, G., Brown, G.T.L., Leong, W. S. Tan, K. Tay, H. Y. (2017, April). Value, proficiency, and practice: Singaporean secondary school teachers’ perceptions of AFL. Paper presented at American Educational Research Association Annual Meeting, San Antonio, Texas, USA.

Deneen, C., &Boud, D. (2013). Patterns of resistance in managing assessment change. Assessment & Evaluation in Higher Education, 1-15.

Fulmer, G. W., Tan, K. H., & Lee, I. C. (2017). Relationships among Singaporean secondary teachers’ conceptions of assessment and school and policy contextual factors. Assessment in Education: Principles, Policy & Practice, 1-18.

Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational research review, 17, 50-62.

Heritage, M. (2007). Formative assessment: what do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145.

Kennedy, K. J., Chan, J. K. S., Fok, P. K., & Yu, W. M. (2008). Forms of assessment and their potential for enhancing learning: Conceptual and cultural issues. Educational Research for Policy and Practice, 7(3), 197.

Lee, C., et al. (2014). Holistic Assessment Implementation in Singapore Primary Schools. IAEA 40th Annual Conference

Marshall, B., & Drummond, M. J. (2006). How teachers engage with assessment for learning: Lessons from the classroom. Research papers in education, 21(2), 133-149.

Ratnam-Lim, C. and K. H. K. Tan (2015). “Large-scale implementation of formative assessment practices in an examination oriented culture.” Assessment in Education 22(1): 61 – 78.

Schneider, M.C., Egan, K. L., & Julian, M.W. Classroom assessment in the context of high-stakes testing. In J. H. MacMillan (Ed.), Handbook of classroom assessment (pp.55–70). Thousand Oaks, CA: Sage.

Smith, D. (2012). Assessment for Learning. Seced, 2012(6).

Smith, K. (2011). Professional development of teachers–A prerequisite for AFL to be successfully implemented in the classroom management. Studies in Educational Evaluation, 37, 55-61.

Stiggins, R. J., &Bridgeford, N. J. (1985). The ecology of classroom assessment. Journal of Educational Measurement,22(4), 271–286.

Swaffield, S. (2011). Getting to the heart of authentic assessment for learning. Assessment in Education: Principles, Policy &Practice, 18(4), 433-449.

Swaffield, S. (2011). Getting to the heart of authentic assessment for learning. Assessment in Education: Principles, Policy & Practice, 18(4), 433-449.

Tan, K. H. K. (2013). “A Framework for Assessment for Learning: Implications for Feedback Practices within and beyond the Gap.” ISRN Education: 1 – 6.

Tan, K. H. K. (2016). Asking questions of (what) assessment (should do) for learning: the case of bite-sized assessment for learning in Singapore.Online First, 1-14. Educational Research for Policy and Practice, 16(2): 189 – 202.

Taras, M. (2005). Assessment–summative and formative–some theoretical reflections. British journal of educational studies, 53(4), 466-478.

Vlachou, M. A. (2015). Does assessment for learning work to promote student learning? The England paradigm. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 88(3), 101-107.

William, D. (2011). What is an assessment for learning? Studies in educational evaluation, 37(1), 3-14.

Zhang, Z., & Burry-Stock, J. A. (2003).  Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16(4), 323-342.