According to Rethinking Classroom Assessment with Purpose in Mind (Western and Northern Canadian Protocol for collaboration in Education (WNCP), pp.13-14) describe theses three types of assessment.
Assessment for learning is designed to give teacher information to modify and differentiate teaching and learning activates. It acknowledges that individual students learn in idiosyncratic ways but it also recognizes that there are predictable pattern and pathways that many students follow. It requires a careful design on the part of the teachers so that they use the resulting information not only to determine what students know. Teachers can also use this information to streamline and target instructions and resources, and to provide feedback to students to help them advance their learning.
Assessment for learning is ongoing assessment that allows teacher to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful. This assessment provides students with the timely, specific feedback that they need to make adjustments to their learning.
In all my practicum I used different formative assessment to assess student progress. I observe my students while they demonstrate skills or engage them in conversation to reveal their understanding. I also listen to students engaged in conversation related to their learning. I literally “see into their thinking” to assess their understanding, as well as collecting written work and other learning products to monitor their progression in their learning.
I demonstrated assessment for learning for my students in all of my practicum. I use detailed, specific and descriptive feedback in a formal or informal report. I use formative assessment in all of my lessons to determine if student are improving in the learning. I usually use formative assessment to focus on improvement compared with students’ previous best . ( self-referenced, making learning more personal).
