Principles_of_Assessment_in_Lifelong_Learning

Principles of assessment in lifelong learning Numerous assessment methods are available within the learning environment. We will discuss some of these methods that I feel are the most important and beneficial. It is important that the demands and benefits of undertaking the learning are explained to candidates at the earliest opportunity to help motivate them to achieve the qualification. Examples of Assessment methods and their strengths and weaknesses in terms of Validity, Reliability, Authenticity and Sufficiency Assessment Methods | Strengths | Weaknesses | Candidate Report | The learner is able to demonstrate their ability by writing the evidence to an answer in a form of a report that underpins their knowledge of the question. | No two reports are the same - Unless observed writing it then authenticity can be questioned. Learner’s may “copy & paste from the internet” or use other learners evidence. | Q & A’s | Involves the learners. Key questions can be pre-planned.Feedback on quality of learning is gained. Specific answers can be given to cover the unit standards (reliable). Direct Q&A’s is most reliable. | Not all learners may want to participate in Q & A’s due to confidence with talking in a group. Reflectors do not suit this method and you may need a larger group. Voluntary Q&A’s are unreliable to assess learners progress. | Oral Questioning | Ensures understandingof the learner’s knowledge. It is primary source of first hand information- reliable evidence from the learner. | The learner may not cope well with being questioned on the spot. They may not be functioning at that particular time and may not remember the information. The learner may be better at writing things down, rather than verbal answering. | Assessment Methods | Strengths | Weaknesses | Discussion | Involves the learners- student centred, encourages deep learning, reflection, criticising others views & enhances feedback to others | Discussion may not develop effectively. Learners may make personal remarks towards other learner’s, which may offend/upset others. May be difficult to keep to the topic in question. | Observation | Checklists used to assess competence are very reliable.The learner is able to demonstrate their performance under non-pressurised conditions | Learners may feel threatened/ uncomfortable when being observed. Prejudices of the observer may affect the validity & reliability of the assessment. Observers own interpretation of competence displayed may differ with each learner. | Witness Statement | Unbiased view of performance by other person other than assessor. | The standards may not be reflected in the witness testimonies. | Initial Assessment and Induction A good induction can help the candidate to feel confident about taking responsibility for their own learning and assessment. It is therefore important that the information and advice provided during the induction is appropriate to the candidate’s needs, and that the candidate is given sufficient time and encouragement to ask questions. Skill scans, self-assessment forms and other diagnostic and training-needs-analysis tools can be used to help candidates identify the skills and knowledge they have already acquired in their current role and how these match the requirements of the qualification they are undertaking. This process should also identify learning needs. The assessment method used needs to be selected carefully to ensure that it allows candidates to demonstrate fully their competence while reflecting their particular assessment needs. Observation This assessment method is the most reliable of all of the assessment methods as it allows you to observe the learner in their natural working environment undertaking their normal work activities which can be measured against the relevant standards. This type of is current, valid, reliable and most of all authentic due to the assessor observing the learner undertaking real work activities. Observation should be carried out inconspicuously and discreetly, to avoid distracting the candidate. This is particularly important during interactions with customers or colleagues. Observation should be used whenever possible but not sufficient on its own and should therefore be used with other forms of assessment methods. Witness Testimony Witnesses may have different roles in testifying to a learner’s performance. Sometimes they may simply authenticate a piece of work as having been produced by the candidate. In other cases, they may provide accounts of a candidate’s performance and comment on it in relation to the occupational standards. It is important that witnesses are familiar with the standards required, and are able to comment authoritatively on the candidate’s performance. Verbal Questioning Verbal questioning goes hand in hand with observation and is an important part of other assessment techniques such as witness testimony and professional discussion. It will allow an assessor to question learners during observation to draw out underpinning knowledge of the task being undertaken. They are adaptable, allowing the assessor to manipulate them and put them into understandable formats specific to each learner and their own circumstances. As an assessment method it effective as it underpins what the learner is doing and the reason for doing it. Formative assessment Whilst the learner is continuing on the learning journey, formative assessments are required to give the learner opportunities to gauge progress and to demonstrate competence throughout that journey. Although this form of assessment does not lead to certification, it is a good measure of current competencies and favourable method of identifying shortfalls in progress which require attention. Summative Assessment Towards the end of a learners programme of learning, summative assessment is conducted to ensure that competence has been demonstrated to the required standards. Where full competence has been demonstrated, this will lead to certification of the candidate. In summary, there are many ways in which to assess the learner throughout the learning programme. However, the methods you choose should not just be the easiest for the assessor, but the most practical, suitable and beneficial for the learner. All records of assessment should be retained on the learners file and should give a holistic view of the learner’s journey through the training programme.