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A Mind Map of Three Assessment Types and Their Relationships
Conference poster

A Mind Map of Three Assessment Types and Their Relationships

Florin I Oprescu
Learning & Teaching Week, 2011 (Sunshine Coast, Australia, 19-Sep-2011–23-Sep-2011)
University of the Sunshine Coast
2011
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy assessment
Assessment drives learning for 80% of the student population. However, not all assessments are equally successful in achieving their aims and objectives. First, literature tell us that assessments in a course are more likely to be effective, efficient and authentic when there is a proper balance between three types of assessment: assessment of learning, assessment for learning, and assessment as learning (Brown, 2004; Earl, 2003). Second, we need to consider the needs and motivations of the target population, the learners, within the context of institutional boundaries and resources (Boud, 2000). Third, assessments must be in line with the program and course learning objectives (Biggs & Tang, 2007). That is course learning objectives, course content, and course assessments need to be aligned, need to fit the purpose (Readman, 2009). This presentation is intended to provide educators with an overview of the three types of assessment: assessment of learning, assessment for learning, and assessment as learning. First, for each type of assessment, an explanation of the main features of the assessment type is provided, including commentaries on its relative strengths and weaknesses. Secondly, the relationships between the three types of assessment and other key factors for teaching and learning will be described. Finally, the environment surrounding assessment will be mapped. It is expected that the mapping of assessment types and their relationships in a larger context may inform assessments that can benefit both educators and learners.

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