Assessment for learning lens: assessment as ongoing practice supporting learning rather than end-of-task grading¶

Theory · All theories
Evidence · no claims cited

Description¶

The primer presents "the lens of assessment for learning", a shift from viewing assessment as an end-of-task grading activity toward "an ongoing practice to support learning." It distinguishes summative assessment, which summarizes where the learner ended, from formative assessment, which informs where the learner is and whether changes are needed to foster learning. Assessment can occur before, during, and after learning, and during collaborative learning it becomes a powerful driver when integrated into the learning process rather than treated as separate work.

Design Implications¶

Context¶

Requirements¶

• Assessments should be planned during project planning stages so they align with the collaborative learning activity and learning objectives

Constraints¶

• No single assessment can provide insight on all aspects of collaborative learning, and it is not necessary nor possible to assess all types of learning in every assignment

Target Learners¶

• K-12 and STEM students engaged in collaborative learning

Target Learning Objectives¶

• Content knowledge
• collaborative skills
• shared regulation of learning

Claims¶

Related Theories¶

Examples¶

• Teach self- and peer-assessment by starting with rubrics, then glows, then scaffolded grows

Key Sources¶

• Fusco, J., DiMaria, S., Yeadon, B., Kolodner, J., & Shell, A. (2025). Assessment During Collaborative Learning. Digital Promise. https://doi.org/10.51388/20.500.12265/252