Earl & Giles Assessments Of and How For Learning
Teaching and learning are ongoing interactive process that takes place in the classroom between teachers and students. Assessment relates to gathering data of this process, which expresses teaching and learning outcome. The data is then analyzed, which reveals success and failure of both teacher and student, areas of improvement, whether teaching method is suitable for students, how the students are thinking, how are they visible during teaching. Collected data can also discover many other additional perspectives. Earl & Giles in the article “An-other Look at Assessment: Assessment in Learning” implies a new concept of teaching and learning assessment (Earl & Giles, 2011).
Educational assessment so far has been described using phrases: assessment of learning, assessment for learning and assessment as learning. The cornerstone of this new concept is in the proposition “in” to describe educational assessment. The authors suggest that teachers need to find a way of “being in” assessment while assessing knowledge and skills of students. Assessment of learning, also known as summative assessment largely determines learning outcome at the end of the teaching program. Assessment for learning also known as formative assessment evaluates both teachers and students’ activities undertaken by them. Formative assessment is conducted in interactive process from teacher to student and student to the teacher, as well as from student-to-student. It evaluates teaching planning, and students thinking and learning process. The aim of this assessment is not grading, but to increase the student’s self esteem. Earl & Giles describes assessment is an experiment with living individuals, which involves thinking and strategizing of language use and activity of participants (Earl & Giles, 2011). That is why; the concept uses the term “being-in”. This idea reveals how well a teacher is “being-with”, and “being-in” relationship with the students. The concept evaluates both teachers and students “being- in” assessment. The “being-in” assessment includes: focusing on students’ learning process, seeing and reading them, responding and acting on what is noticed, and recognizing their changes and growth.