Grace

1. Analyse the purpose of assessment & produce a written justification of your chosen assessment methods: Assessment is the process of checking that learning has occurred in the teaching circle and to gather evidence of learning. Assessment is integrally related to curriculum and instruction. Quality teachers use evidence of learning (assessment) to inform what they teach (the curriculum) and how they teach (instruction). Assessment is the process by which evidence of student achievement is obtained and judged.   Ecclestone (1996) points out that assessment requires two things: evidence and a standard or scale.  Complex programmes of study also need continuous formative and summative assessments. Assessments should focus on understanding as well as procedural skills. Because different students show what they know and what they can do in different ways, assessments should also be done in multiple ways, and teachers should look for a convergence of evidence from different sources. Assessments should be more than just a test at the end of lesson to gauge learning. It should be an integral part of teaching that will enhance students' learning.  Teachers should be continually gathering information about their students through questions, interviews, writing tasks, and other means. They can then make appropriate decisions about such matters as reviewing material, re-teaching a difficult concept, or providing something more or different for students. My first chosen assessment method is Direct Observation. For practical subjects, this is the most obvious form of assessment: watch someone doing something to see if they can do it properly and capture the evidence required to meet the outcomes. It is the recommended default form for competency-based programmes such as NVQs (National Vocational Qualifications, in England and Wales). This method observes employees in the performance of their duties, recording observations as they are made. Everything is observed: • What is the worker accomplishing' • What is the equipment being used' • What the work environment is like' • Any other factors relevant to the job' Etc Records of observations can be handwritten, word processed or recorded digitally. Using observation makes it possible for me to cover large parts of an NVQ award in a relatively short time. This is especially true to capture evidence that involves regular and predictable work activities. During direct observation it is common for me to be present and sit passively and record as accurately as possible what is going on. Usually it is the behaviour of one or more persons that is recorded, and an advantage of the technique is that a number of people interacting with each other. Direct observation is one of the best ways to gather evidence that can cover all the outcomes required by the standards. When assessing performance (doing the job), the use of observation is normally considered much more accurate and realistic than other methods of assessment. For this reason many NVQ units will have a requirement for observation. I also use observation to make some judgements on knowledge, especially in how it is applied to practice. All my learners have to be observed at work to show evidence of practical underpinning knowledge to meet outcomes. Direct observation is one of the best ways to gather great amount of evidence that can cover all the outcomes required by the standards. For any area in which performance itself is not enough, direct observation needs to be supplemented by other methods. NVQs recommend oral questioning, to get at the rationale of performance. I am CRB checked and so can enter clients homes with prior permission taken by my learner for the purpose of observation. Direct observation has the highest degree of ‘ecological’ validity in that direct observation attempts to monitor usage of product/equipments in settings. However there could be effects of having me present as an observer, for this reason I recommend that any direct observation study should allow time for those being observed to become less aware of the observers presence and view them more as being a “fly on the wall”, rather than another person present. This can be promoted to some extent by making the observers role clear to those being observed, and the observer not allowing them to be drawn into social interactions with those being observed. Observation is often needed over an extended period as it is important to try and ensure that the periods being observed cover the range of outcomes criteria that the standard has stipulated. So it is important to ensure that a person is observed whenever they might normally be carrying out duties that will create the evidence, and not just at set times which may in fact be atypical. One common approach is to try and observe “a day at work with clients”, when my leaner is observed throughout the day, from getting the client up, to putting the client to bed, and where appropriate getting up in the night to do night activities with clients. Bibliography: www.National Middle School Association. Accessed on 13/07/2011 www.indemployee.id.tue.ni accessed on 12/07/2011 http://www.learningandteaching.info/teaching/assessment_direct.htm#ixzz1S8Dhb43D Accessed on 14/07/2011                                                     Ecclestone (1996)