Assessment is the 6th step of the learning chakra of propels learning model, hence integral to Propel’s framework of teaching and learning. Test items or tools are formulated to reveal evidences of learning in children, mentioned along with each objective in the teacher’s handbook. This makes teaching and learning transparent and scientific.

Besides propelled teachers use multiple ways of recording children’s learning and assessing them. Assessment lab equips them with the ability to carry out comprehensive assessment of children’s learning in class and to communicate it to parents successfully.

Feedback is an important aspect of learning. It points out the gap and provides scope to the learner, teacher and parent to work on it and close it. When they are able to do what they could not, it builds their confidence and keeps them involved in the learning process. Students become aware of their learning, actively participate and constantly check their achievement. They think of ways of getting to the goal set.

Propel focuses on two types of assessment – Formative and Summative.

Formative Assessment ‘form’ or ‘shape’ student learning. Summative assessment is an attempt to measure student attainment at the end of a period of learning.

Formative and Summative assessment are conducted formally and informally too.

AFL helps in making understanding and knowledge, as John Hattie describes it, ‘more visible’. AFL helps learners understand what excellence looks like and how they can develop their own work to reach that level. Hattie’s research shows that using formative assessment in the classroom brings about real-world differences in the learner’s achievement.

Attribution theory says that people explain their own successes or failures to themselves in different ways. Some factors that lead to success or failure are controllable and some are not. Effort and interest taken is controllable whereas help and support received from the teachers, parent or friends is non – controllable. When self -assessing they can look at controllable factors and improve on it.

They can review, edit and improve their work which will boost the learner’s confidence and achievement.

Metacognition is a term used to describe ‘thinking about thinking’ and supports the idea of self- assessment. All learners reflect on their own learning, to understand how they learn best and to reinterpret any new knowledge, skills and conceptual understandings that they have acquired.

Research shows that learning happens when students are given opportunities to build upon previous knowledge and experiences. Just telling learners what they need to know is much less effective than helping them construct meaning for themselves.

Assessment for learning improves learners’ outcomes and builds confidence and makes the learner independent and responsible for their own learning. They become enthusiastic life-long learners who are willing to take risk, make mistakes and learn from their mistakes.

Questioning, Reflection, Feedback, Peer assessment, Self- assessment, Formative assessment and Summative assessment is what helps us in Assessment for learning.