Mr.Rohan while helping the students of Class IV in adding and subtracting fractions observed that several students are not able to complete the addition of two improper fractions. He gave a small test with questions from the addition of proper fractions (one item of addition of two similar fractions, three items from the addition of proper and improper fractions, and four items from the addition of improper fractions). He analyzed the responses of each student and found that nearly 45% of students were not clear in adding proper with improper fractions which were affecting their performance in adding two improper fractions. He, therefore, focused on developing the understanding of improper fractions and their addition with proper fractions after which he proceeded to teach the addition of two improper fractions. Which kind of assessment is depicted by this situation?

Option 2 : Assessment for Learning

 Assessment provides feedback on the performance of the student specifying his/ her strengths and areas for improvement which provides insights for taking appropriate steps for improving the learning.

 In the above-given situation, Mr.Rohan was assessing the performance of students while the teaching-learning process was going on. He used the results of the assessment for improvement of learning and his own teaching process. This is a kind of formative assessment is called ‘Assessment for Learning’.

• Assessment for learning is, generally, formative in nature and helps teachers to monitor their students’ progress and to modify the instruction accordingly.
• It also helps students to monitor their own progress as they get feedback from their peers and the teacher and find opportunity to revise and refine their thinking.
• Assessment is effective when it is designed specifically to help students improve their learning and for that, assessment needs to be more frequent and informal coupled with a timely feedback mechanism.

Following are the characteristics of Assessment FOR learning (AFL):

• It is responsive to all learners by identifying areas of strength and need of each and every studenT.
•  It is descriptive in nature and is not judgmental and hence not evaluative.
• Through the use of high quality feedback, it informs students about what they have done well, where they have had difficulty, and what they need to do differently to improve their work.
• Since the learner has to be provided feedback in order to improve the ongoing process of learning, the assessment is frequent and continuous in the learning process.

Thus, it is concluded that Assessment for learning is depicted in the above-given situation.

Hint

•  Assessment as learning begins only when students become aware of the goals of instruction and the criteria for performance and strive to achieve the goals. In the process they get involved in goal-setting, monitoring their own progress, and reflecting on results.
• Assessment of learning refers to those assessments – oral, performance, and written, or combination of two or more of these modes – that occur at or near the end of an instructional unit or term.