Assessment is a key factor in learning and competence development. The figure below presents a cross-cutting model of the elements included in student assessment and what should be considered when planning it.
By clicking the + icons in the figure, you can read more about the role of each element in assessment. Further down this page, you can find comprehensive information on competence assessment, along with links to webinars and other supporting materials.
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How assessment shapes learning
The assessment of learning serves multiple functions and purposes. For example, it can make the achievement of a specific competence level visible (such as summative assessment) or act as part of the learning process (formative assessment). Assessment can also be used to determine students’ initial level, which is called diagnostic assessment. This short video introduces sustainable assessment, which emphasises students’ personal assessment competence.
Summative assessment refers to assessment at the end or after the learning process. It literally sums up and concludes the process. It looks back and describes what was learnt and how the learning outcomes of the course were achieved. An exam at the end of courses is one of the most common summative assessment methods. Assessment is carried out by the teacher or another leader of the learning process. Summative assessment has its place in supervising students’ learning process, making their progress visible and describing the results of the teacher’s work. However, it is worth considering whether summative assessment alone supports learning and teaching most effectively.
Formative assessment is described as an interactive method for assessing students’ learning and teachers’ work. It refers to assessment during the learning process, providing students with up-to-date information on their progress in relation to the expected learning outcomes. It also offers teachers more detailed insights into competence development and the need for adjustments to teaching. In addition to teachers’ assessment, formative assessment can be supported during the learning process by self-assessment and peer review.
Diagnostic assessment is used to better understand students’ initial knowledge and skills in relation to the set objectives. Pre-collected information supports teachers’ understanding of students’ initial level and helps them plan their teaching. Diagnostic assessment also supports students in recalling their topic-related competence.
When using any assessment method, it is important to define clear assessment criteria, especially if the assessment is used for grading purposes. Carefully articulated assessment criteria aim to harmonise learning and competence assessment, increase the transparency and predictability of learning and ensure the equal treatment of students. Joint assessment criteria also provide students with a tool to identify and describe their competence and set objectives for their studies.
Feedback
Providing feedback is an essential part of assessment. When students’ competence is assessed, feedback helps them understand the factors that influenced their grade or assessment outcome. It also enables them to reflect on their learning process and study practices as well as their competence development in relation to the defined learning outcomes. Feedback should be connected to the learning outcomes and assessment criteria defined for courses and study modules.
Assessment and feedback are often perceived as tasks that are completed at the end of a course. Students may complete various exercises and tests during the course but often receive related assessments and feedback only at the end. To understand their academic progress and competence development, students should receive feedback throughout their learning journey. The primary purpose of providing feedback is to influence students’ learning process by correcting, redirecting and encouraging learning. Students need to understand their competence level: what they have mastered, what needs improvement and how to achieve it. It is also helpful to tell students how specific course materials support competence development and the completion of learning assignments.
Ideally, teachers provide all students with personal feedback on their achievements. However, this is not always possible with large groups. In such cases, peer feedback or joint feedback for all students can be used. If students are asked to provide peer feedback, they must receive clear instructions and be informed in advance about how their feedback affects course assessment, both for the feedback receiver and possibly the provider.