Assessment of Learning (AoL) and Assessment for Learning (AfL) (2024)

FAQs

What is the difference between Assessment for Learning AFL and assessment of learning AOL? ›

AFL can be found at all stages of the teaching and learning process i.e. the beginning, middle, end of the lesson, and even in homework. Unlike AOL, which is only used at the end of learning to measure students against certain standards. AFL is more flexible and continuous.

AFL guides our daily interactions with students, AOL provides a snapshot of their overall achievement, and AAL empowers them to become active participants in their learning journey.

AOL is concerned with measuring student achievement at the end of a learning period and is often associated with assigning grades, whereas AFL is an ongoing process that provides feedback and insights to improve student learning while the learning is still taking place.

Assessment for learning (AFL) is an approach to teaching and learning that creates feedback which is then used to improve students' performance. Students become more involved in the learning process and from this gain confidence in what they are expected to learn and to what standard.

Answer. Assessment of Learning (AoL) is summative; it occurs at the end of a portion of learning to assess learners' achievement levels against a particular standard or criteria. Assessment for Learning (AfL) is embedded throughout the teaching and learning process.

Timing: AoL usually occurs after the learning has taken place, often through final exams, standardised tests, or culminating projects. Examples: Final exams, standardised tests, end-of-term projects, and standardised assessments like SATs or GCSE/GCEs.

Unlike other forms of football which are played on rectangular fields, Australian rules football playing fields are oval-shaped, and are between 135 and 185 metres (148 and 202 yd) long and 110 and 155 metres (120 and 170 yd) wide.

Both conferences were created as part of the 1970 merger between the National Football League, and the American Football League (AFL). All ten of the AFL teams, and three NFL teams, became members of the new AFC, with the remaining thirteen NFL teams forming the NFC.

Summative assessment is the assessment of learning.

Teachers use summative assessment when they are assessing how far a child has come and what they have achieved. Examples include end of topic tests, GSCEs, and A Levels.

Is assessment of learning formative or summative? ›

One way in which the two are commonly distinguished is that formative is considered assessment for learning while summative is considered assessment of learning. Formative assessment can happen as frequently as a teacher needs, and the information gleaned can impact one's teaching in real time.

The principal characteristic of Assessment for Learning is effective feedback provided by teachers to learners on their progress. The value of the feedback is dependent on two factors : p the quality of the feedback p how learners receive and ultimately use it.

Assessment for learning (AFL) is an essential tool for any teacher. It is not a new concept in education and it has been the focus of considerable research, with widespread agreement that this form of assessment is a key factor in improving learning and teaching.

It is a process by which assessment information is used by teachers to adjust their teaching strategies and by students to adjust their learning strategies. AfL encourages learning and promotes motivation by emphasising progress and achievement rather than failure.

Assessment for learning (AFL) is an approach to teaching and learning that creates feedback for the trainee which is then used to improve their performance.

AOL stands for Assurance of Learning. It's the way we check whether the students are learning what we want them to learn.

There are three types of assessment: diagnostic, formative, and summative. Although are three are generally referred to simply as assessment, there are distinct differences between the three. There are three types of assessment: diagnostic, formative, and summative.

Content – Traditional or content-based education mainly focuses on a predetermined curriculum. Students and teachers follow the textbook content and assess the students based on the exam results. On the other hand, the outcome-based education model focuses on the outcome the students will achieve after the course.

Computer-Based Assessment (CBA) is assessment which is both delivered and marked by computer (JISC, 2007:6). This distinguishes it from Computer Assisted Assessment (CAA), in which the computer is only used in part of the process of assessment (see Computer-Assisted Assessment).