Getting to the heart of authentic Assessment for Learning

Abstract

Assessment for Learning (AfL) has gained increasing international prominence in both policy and practice but some of its proliferation, notably the national strategy in England, has been accompanied by distortion of essential features. This paper presents an understanding of authentic (in the sense of genuine) AfL informed by literature and particularly by two major research projects. Assessment for learning is characterised by information being used to inform learning and teaching, its focus on learning conceived broadly, and actively engage progressively more autonomous students. It is distinctive in its timescale, protagonists, beneficiaries, the role of students, the relationship between student and teacher, and the centrality of learning to the process – all of which can but may not necessarily be features of formative assessment. An examination of the document setting out the National Assessment for Learning Strategy in England reveals the ways that it is at odds with authentic assessment for learning.

Keywords:

• authentic assessment for learning
• assessment for learning
• formative assessment
• assessment for learning strategy

Acknowledgements

I am grateful to Mary James who commented on an early version of this paper, and to an anonymous reviewer for suggesting some helpful minor revisions.