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Difference between Assessment of learning and Assessment for learning


Difference between 'Assessment of learning' and 'Assessment for learning'


'Assessment of learning' refers to the behavioral and summative nature of assessment and evaluation. 

Under this, the learning achievement of the student is assessed i.e. what does the student learn and how much does the student learn, to what extent has the student achieved the predetermined learning objectives and expected learning outcomes? It has no control over the learning process of the student. 

This assessment is unable to tell how the student learns, what is his/her learning style, what specific abilities he/she uses to learn?


'Assessment of learning' tests the learning performance of the student after the entire learning process keeping in view the predetermined learning objectives and expected learning outcomes. 

Assessment is mainly conducted by written or oral examination. The amount or marks obtained in the test are indicative of the learning of the student.


The questions given in the test have fixed and only one answer which is determined by the teachers. If the student answers these questions correctly or answers according to the lectures and instructions of the teachers, then it is decided that the student has acquired or learned the subject matter or lesson completely.

'Assessment of learning' assesses the student's learning of a subject in the form of a term-end examination after the completion of the entire course or a quarterly or half-yearly written or oral examination after completion of a number of units. 


Learning assessment mainly assesses the cognitive and functional aspects of student's learning, but there is no proper system for assessing the emotional dimension of learning. Simultaneously, the assessment of text-related activities is also neglected.

'Assessment of learning' promotes the traditional examination method, due to which the tendency of rote learning and fear of assessment and evaluation process remains in the students. In this, there is no proper opportunity for necessary feedback for qualitative improvement in educational activities.


'Assessment for learning' refers to the constructivist and formative and diagnostic nature of assessment and evaluation, under which special attention is paid to the student's learning achievement as well as his learning process. 

It tells what the student learns, how much he learns and how he learns. What is his/her learning style? What specific abilities and sources of knowledge does he use in the process of learning, how innovative and original is his thought and explanation? 


It also shows that if the student is not able to learn, then why he is not able to learn, what should be improved in the teaching-learning process, so that every student of the class can learn.

'Assessment for learning' refers to an assessment system that is actually conducted for learning. Here there is co-relation between learning and assessment activities i.e. assessment is an integral part of the learning process.


Because the facts obtained through assessment bring necessary improvements in the learning strategies and academic activities of the students so that each student can learn effectively.

There is ample scope for alternative assessment tools and strategies in the assessment process for learning, so that teachers get the opportunity to choose options for assessing students' learning according to their interests and aptitudes, so that their learning can be assessed appropriately. 


May be Assessment for learning is a continuous assessment of the learning and development of the student so that necessary feedback is received on a regular basis for the enhancement and development of the student's learning respectively. Along with this, the assessment of various dimensions of the student's personality is also ensured.

'Assessment for learning' reduces the fear of examination of the students as they are provided with optional assessment according to their interest and aptitude and their subject learning is assessed in small portions of the syllabus. goes. At the same time, it develops thoughtful thinking ability in the students instead of rote learning.