Abstract :
Paper explores the need for assessment for learning due to the changing nature of educational goals and also the relationship between assessment and teaching-learning for the quality improvement in the schools of Delhi. How different teaching strategies for assessment for learning can help to bridge the learning deficits and to achieve the learning outcomes in upper primary classes?
Four classroom strategies are discussed in the paper for assessment for learning: 1. Use of questioning. 2. Peer feedback. 3. Student’s self-assessment. 4. Formative use of summative assessment. For example, different strategies for Peer feedback are: a. two stars and a wish. b. Plus Minus and what next? c. Warm and cool feedback. d. Traffic lights. e. Using models and exemplary. f. De Bono’s Hats.
Reflection activities of peer assessment, self-assessment and group assessment and How to set the targets using SMART acronym are also in the exploration pipeline and are also being practiced by the investigator to check their effectiveness in a real classroom situation.
Further few strategies to promote the formative use of tests will also be explored by the investigator: 1. making formative use of state tests like Baseline tests to find out the learning levels of the students in all Delhi government schools. 2. Making formative use of classroom testing. 3. Timings of tests: Tests before the lesson, midway tests and after the tests strategies are also in the pipeline. At the endpaper explains preparing the test by the students using traffic lights. So in all paper is regarding the exploration of possibilities in the assessment for learning strategies to bridge the learning deficits, which can be implemented in Upper primary classes’ of Delhi schools.
Keyword :
Assessment for learning, teaching processes, classroom testing, evaluation.