Video 2 101 ELC

Main ideas and concepts

• Assessment strongly influences how students learn and develop. The video frames assessment not just as measurement, but as a system that can guide students, improve learning, and help them reach their potential.

• Three main types of assessment are emphasized:

  1. Assessment as Learning (also called reflective assessment)
  2. Assessment for Learning (also called formative assessment)
  3. Assessment of Learning (also called summative assessment)

---

Detailed outline of methodologies / instructions

1) Assessment as Learning (Reflective Assessment)

Purpose / function

• Helps students know themselves, know God, and know others (as described in the SCF—Curriculum Framework).
• Students connect current experiences to past learning.
• Provides information for teachers to plan and modify learning in class.
• Student learning data comes from the students’ own assessment results.
• Students act as active and critical assessors (self-assessment).
• Students monitor their own learning and make adjustments/changes in understanding based on feedback.

Example methods

• A. Post-project or post-assignment discussion

  • Teacher encourages students to discuss the link between:
    • their learning experiences, and
    • the calling to live as disciples of Christ
  • Suggested discussion questions:
    • How are biblical values seen in the way you complete this assignment?
    • What strategies do you use to overcome difficulties?
    • How do you see God leading you through this process?
  • Goal: connect learning to faith and build reflection on discipleship.

• B. Interview-based reflection

  • Students can be interviewed by the teacher, or they can interview classmates.
  • Allocate time at the end of a learning unit (end of school day/unit or academic year) for students to:
    • ask each other questions about what they learned,
    • guide thinking about how to apply what they learned.
  • Builds practice of habits such as:
    • listening with empathy and understanding,
    • thinking and communicating clearly and precisely,
    • asking questions and solving problems.

• C. Journal (written reflection)

  • Students write journals using reflective questions that help them recognize God’s calling through learning.
  • Journal prompts (3 questions):
    1. What is God talking about and teaching through this study?
    2. What has God revealed more deeply about me as a disciple of Christ?
    3. What is God calling me to do in my life as a response to this learning?
  • Teachers may support this by:
    • selecting several anonymous journal samples written by other students as examples.

Reflection principle

Reflection is not just labeling an experience as “good” or “bad,” but considering what lessons were learned through the experience.

---

2) Assessment for Learning (Formative Assessment)

Purpose / function

• A continuous measurement process that aims to improve learning outcomes.
• Embedded within the learning process itself.
• Helps teachers identify:
  • what concepts/skills students have mastered,
  • and students’ current understanding.
• Teachers collect evidence using methods such as:
  • observation,
  • worksheets,
  • class discussions,
  • questions asked during learning.
• Teachers then use the information to:
  • plan, modify, and adapt teaching strategies to better meet student needs.
• Formative assessment is only truly effective with effective feedback.

Feedback requirements (from “Visible Learning” by John Hattie, 2018)

• Effective feedback acts as a bridge between formative assessment results and improving learning quality.
• Feedback helps students by clarifying what to do to progress.

Four main characteristics of good feedback

1. Timely (on time): given as soon as possible after the task so it’s immediately relevant and usable.
2. Insightful / actionable content: provides information students can apply to improve their work.
3. Descriptive: explains specifically what was done well and what needs improvement (better than only praise/criticism).
4. Specific: focuses on concrete details of the student’s own work so students can understand steps to improve.

How feedback supports the learning process (3 elements)

• Where they are now: identifies strengths/weaknesses in completed tasks. Example: argument structure is strong, but some sentences are ambiguous and need clarification.

• Where they are going: clarifies targets/success criteria. Example: goal is a sharper-argument essay with clear factual support; need more concrete examples.

• How they close the gap: provides concrete steps to reach learning goals. Example steps:

  • create an outline before writing,
  • focus on opening and closing sentences of each paragraph to increase cohesion.

---

3) Assessment of Learning (Summative Assessment)

Purpose / function

• Conducted at the end of a learning period to provide information about:
  • students’ progress and achievement status.
• Compared against criteria in learning standards, represented by symbols (e.g., numbers/letters).
• Not only measures knowledge, but is also framed as supporting and encouraging growth in knowledge of God.

---

Overall lesson / takeaway

• Using all three assessment types helps students reach their potential and supports a more effective and inclusive learning environment.
• The video encourages using them “better and more meaningfully.”

---

Speakers / sources featured

• John Hattie — cited via Visible Learning (2018) for the idea that effective feedback bridges formative results and improved learning.
• SCF (SDHLSH Curriculum Framework) — cited as the document explaining assessment as learning/reflective assessment.