Assessment OF/FOR/AS Learning in Appliance Repair Course

In an ever-changing world of technology, it is extremely important for individuals to adapt to a fast-paced, evolving environment in order to remain effective and competitive in the labor market. As an instructor of an appliance repair course, I believe it is imperative to provide an education that equips students with occupational skills while fostering a mindset of lifelong learning. With the right approach and balance in implementing assessments for learning, assessments of learning, and assessments as learning in the classroom, it can make a world of difference in students' present achievements and their future selves.

What is Assessment OF/FOR/AS Learning?

Assessment of/for/as learning are three different approaches to education. Each has a different use and purpose. Setting the right balance with the use of these strategies can create a meaningful learning experience for the students.

Assessment of Learning

Sometimes referred to as summative assessment, it typically occurs at the end of a course, such as final exams, mid-term exams, standardized tests, and certificates. These are all examples of 'high-stakes' assessments that significantly impact students' grades. The purpose of summative assessment is to demonstrate achievement and overall learning.

Assessment for Learning

Sometimes referred to as formative assessment, it provides ongoing assessment and feedback tailored to learners' needs for the development of skills and knowledge. Informal assessment strategies are used to gather information about students' progress, providing a dynamic approach to teaching. Ongoing formative assessment is more beneficial than traditional summative assessment because it allows learners to correct mistakes and practice new knowledge.

Assessment as Learning

This approach encourages students to take an active role in their own learning progress. It promotes self-awareness, helping students identify their strengths and areas for improvement. This approach often involves self-assessment checklists, reflection, journaling, and peer assessment. Fenwick and Parsons (2009) stated that “self-assessment is not appropriate for all situations, all learners, or all instructional context”. Instructors must carefully plan its implementation as there are various resistance and biases that are associated with it (Fenwick & Parsons, 2009).

Assessment OF/FOR/AS Learning in Appliance Repair Course

As an appliance instructor, my daily instructional time involves theoretical lectures and workshop experiences. The goal is to provide the application of knowledge learned while it is still fresh, for effective skill and knowledge development. I believe that in this environment, I can apply both assessment for and as learning.

Assessment for Learning

It must involve low-stakes activities to emphasize learning without the pressure of numerical achievements.

• Hands-on demonstration activities will require students to perform specific appliance repair tasks. Feedforward will aid in students' skill development. A combination of checklists is a good starting point to promote self-assessment and peer assessment for assessment as learning.

• Concept mapping will provide me with valuable information about students' understanding of the topic. This informal assessment is useful for adjusting teaching strategies.

Assessment as Learning

• Self-reflection journals enable students to reflect on their learning progress, identify challenges they've faced, document effective strategies they've used, and pinpoint areas for improvement. Learning how to learn is crucial in the appliance repair industry due to the rapid pace of technological advancement.

Assessment of Learning

• I will conduct a comprehensive examination to assess students' knowledge and skills using both written and practical approaches using an authentic assessment. Students will be regularly prepared and exposed to this activity to ensure the validity and reliability of the summative assessment.

Preparing a Growth Mindset

As part of my growth mindset language plan, I believe it is better to use the phrase 'area of opportunity' instead of 'weakness.' The word 'weakness' carries a negative connotation, suggesting fixed or unchangeable traits or abilities, which can make it more challenging to overcome. A simple word rephrasing can promote a positive outlook and foster a growth mindset, eventually transitioning to a learner's mindset.

References:

Assessment OF/FOR/AS Learning. (2017, March). [National Forum]. The National Forum for the enhancement of teaching and learning in higher education. https://www.teachingandlearning.ie/our-priorities/student-success/assessment-of-for-as-learning/

Fenwick, T. J., & Parsons, J. (2009). The art of evaluation: A resource for educators and trainers, 2nd edition.

Harapnuik, D. (2021, August 16). Assessment of/for/as learning. It's About Learning. https://www.harapnuik.org/?page_id=8900