FULL NAMES:
STUDENT NUMBER:
UNIQUE NUMBER: 817813
MODULE CODE: AED3701
MODULE NAME: ASSESSMENT IN EDUCATION
ASSIGNMENT: 03
YEAR MODULE 2025
1
, Question 1
1.1
1.1.1 Assessment as learning
Assessment as learning places the learner at the centre of the evaluation process.
Instead of viewing assessment as something done to the learner, this approach regards
it as an active process where the learner reflects on their understanding and progress.
Learners are taught to compare their work against clear criteria, identify gaps, and think
about strategies to improve their performance. According to Dreyer and Mawela
(2020:88), this kind of assessment develops self-regulation and responsibility because
learners are encouraged to take charge of their own development. Activities like peer
feedback sessions, goal-setting exercises, and reflective journals are practical
examples of how this can be applied in the classroom. It is significant because it shifts
the focus from memorisation to deeper understanding and cultivates lifelong learning
habits. In an environment where learners are expected to become independent thinkers,
assessment as learning supports this goal by promoting critical and reflective skills that
benefit them beyond the classroom.
1.1.2 Assessment of learning
Assessment of learning is the type that most people associate with traditional schooling.
It happens after a teaching period and measures what learners have achieved
compared to predetermined standards. This assessment is summative and includes
tasks such as examinations, end-of-term tests, and large projects. Dreyer and Mawela
(2020:85) point out that its purpose is to confirm learning and provide a judgment about
a learner’s competence. The outcomes are usually reported to parents, school
authorities, and sometimes education departments. While its importance cannot be
ignored, because it certifies achievement and guides decisions about promotion and
certification, there is a danger when this is the only form of assessment used. Over-
reliance on assessment of learning can result in teaching that focuses only on passing
tests rather than fostering genuine understanding. However, when combined with other
2
STUDENT NUMBER:
UNIQUE NUMBER: 817813
MODULE CODE: AED3701
MODULE NAME: ASSESSMENT IN EDUCATION
ASSIGNMENT: 03
YEAR MODULE 2025
1
, Question 1
1.1
1.1.1 Assessment as learning
Assessment as learning places the learner at the centre of the evaluation process.
Instead of viewing assessment as something done to the learner, this approach regards
it as an active process where the learner reflects on their understanding and progress.
Learners are taught to compare their work against clear criteria, identify gaps, and think
about strategies to improve their performance. According to Dreyer and Mawela
(2020:88), this kind of assessment develops self-regulation and responsibility because
learners are encouraged to take charge of their own development. Activities like peer
feedback sessions, goal-setting exercises, and reflective journals are practical
examples of how this can be applied in the classroom. It is significant because it shifts
the focus from memorisation to deeper understanding and cultivates lifelong learning
habits. In an environment where learners are expected to become independent thinkers,
assessment as learning supports this goal by promoting critical and reflective skills that
benefit them beyond the classroom.
1.1.2 Assessment of learning
Assessment of learning is the type that most people associate with traditional schooling.
It happens after a teaching period and measures what learners have achieved
compared to predetermined standards. This assessment is summative and includes
tasks such as examinations, end-of-term tests, and large projects. Dreyer and Mawela
(2020:85) point out that its purpose is to confirm learning and provide a judgment about
a learner’s competence. The outcomes are usually reported to parents, school
authorities, and sometimes education departments. While its importance cannot be
ignored, because it certifies achievement and guides decisions about promotion and
certification, there is a danger when this is the only form of assessment used. Over-
reliance on assessment of learning can result in teaching that focuses only on passing
tests rather than fostering genuine understanding. However, when combined with other
2
