Principles_of_Assessment

The principles of Assessment Assessment means you are checking the students/candidates competence or knowledge of a subject or skill against a given criteria or standard. In the lifelong learning environment this can be done in several ways. In this report I have researched from different sources to give a balanced picture of Theory and good practice. There are three main timings of assessments, Initial assessment, summative assessment and formative assessment. Initial assessment is geared to determining the correct course for an individual and finding out their capabilities and style of learning. The assessment may take the form of aptitude tests, interviews and reviewing previous qualifications. (Wilson 2008) states ‘at the beginning of a course programme the following may take place • Learner need analysis to Ensure teaching methods are correct • Preferred learning styles to Find out how your learners learn • Initial screening to Check basic skills • Prior Learning to Check current level of competence One of the important factors, apart from determining the ability of the candidate to pass the course. Is the organisation’s funding may rely on candidates passing, so the more effective the initial assessment the more accurately you can judge the ability of a candidate to pass the course. Formative assessment is generally devised by the tutor and is used during the course to check progress. The methods can be varied to suit the circumstances. This could fit in with the theory of Kolb’s learning cycle (1984). He describes how people learn from their experiences, using trial and error. In this way reflective practice builds upon things that happen. Summative Assessment is the final, end of course assessment and can often not be changed in the way a formative one can. Each course will have an agreed method to assess the learning. The teaching may be geared to passing these tests, and they may vary in complexity depending on the course from multiple choice papers up to formal essays. One disadvantage of this assessment is if the wrong type of assessment is used to gauge the wrong kind of learner. For example a formal essay for someone with limited English ability. Part of my role is an NVQ assessor, so I am familiar with different ways of practically assessing trainees. There are a range of assessment methods and each have their relative merits, limitations and suitability to different situations. The main methods of assessment are as follows: Observation is watching the candidate perform in the workplace. This is a strong method of assessment as you can see their competence at a particular task. An observation would have to be carried out by a competent assessor or skilled observer from the workplace. It would have to be marked against a set of standards and feedback should be given. The benefit of this assessment method to the candidate is he/she is in their own familiar environment, which should breed confidence. Professional Discussion is a conversation in which the candidate discusses their performance or knowledge in relation to a set of standards or area of expertise. This must be prepared by the candidate, but is not a question and answer session. This method is preferred in office or administration positions, an advantage is you can cover the required standards in one sitting. Questioning can be either written or oral, but written would be preferable as you could use as evidence and have a record of the questions. (Unless you were using a voice recorder for oral questions). One advantage of this method is the ability to ask specific questions to test knowledge in certain areas. Examination of product is the checking of work produced from a task. This is widely used in work based learning for NVQ evidence. It is of more value if it is accompanied by a written account of what happened. This evidence needs to be verified by an internal witness to ensure validity. Candidates on the whole like producing work they have done, it certainly seems to motivate them into explanations. Setting Tests is an effective way to check knowledge or understanding. It is important to plan the setting of tests to ensure they are effective. They are suitable for classroom theory lessons, but not used frequently in NVQ delivery. A benefit of tests is they show up any areas of non-understanding. Written reports are effective in work based learning to show Technical knowledge and methods of working for tasks. They are an important way for candidates to show knowledge and understanding. One extra benefit to the learner is they encourage use of functional skill of English, for the tutor we can constructively correct spelling and grammer. There have been many instances where after a candidate has finished an NVQ their writing ability has improved. (Race 2005) says in a chapter entitled ‘Assessment Driving Learning’. ‘Making learning happen is not just about causing learning to happen. It is about making learning being seen to have happened. It is about results. These affect funding. We’re not just paid to make learning happen, we are paid on the basis that we can show learning has happened and that we should have played a part in making it happen. ‘Teaching excellence’ is about making learning happen well. It is really about Learning excellence. There lies the crux of the matter, getting the balance between amount of assessment and quality of learning. In work based learning we have to adjust method of assessment to fit candidates. We have many young men who have an ‘attitude’ to academic work, however they may be very practical and work machinery well. In these instances we would assess using many more observations and examination of products to gain the evidence required to ascertain knowledge. Peer and Self Assessment Peer and self assessment are techniques where the students are involved in the assessment process. In some research I have come across it has been described as a ‘controversial concept in education’. On one hand it promotes learners responsibility, autonomy and deep learning, yet seems ineffective in improving student marks and performance. (Race 2005) states, ‘Involve learners in assessing their own and each others’ work to deepen their learning, and help them to get their heads round how we conduct assessment. The more learners know about how assessment really works, the better they can do themselves justice in preparing for it and demonstrating their learning back to us. There is no better way than helping them to develop self-assessment and peer assessment skills, to deepen their learning and acclimatise them to the assessment culture they are part of’. Peer assessment can be used to develop a group relationship where a positive learning experience can develop. Feedback can be given to each other and further learning takes place developing a sense of group unity and purpose. Self assessment is the discipline of continual improvement. As trainee teachers we are encouraged to be reflective and analyse the effectiveness of our work. This can be connected to Kolb(1984). We plan a lesson – carry it out – review (assess how well it has gone) – amend as required. We may write a journal to record our feelings on how things went. It is all part of continuous improvement. (Wilson 2008) We should be encouraging students to self assess themselves. A simple task like reading through a piece of work before it is handed in is a form of self assessment. Development of peer and self assessment is a national strategy and can be found at www.education.co.uk Feedback You cannot have assessment without feedback as that is how the information is relayed so improvement can be made. It is one of the five principal factors underpinning successful learning. Feedback should: • Help learners understand what they have done • Clarify and take ownership of the need to learn • Enhance and increase their self esteem • Motivate learners to move forward One of the major issues regarding feedback is conveying bad news that is the candidate has not reached the required standard. In this instance a technique of the feedback sandwich should be employed. This involves opening the discussion with a developmental statement, then making the candidate aware of the shortfall in performance. Finally you have to outline options to move forward positively from this position. This is important so the candidate does not feel a failure or self esteem is affected. Records As part of the government’s scheme in raising and maintaining national standards for recognised qualifications it is of importance to maintain certain records. Training Organisations are subject to inspection by OFSTED so have to keep records for performance, safety and financial reasons. • Registers-attendance at lessons • Visit Report Forms-proof you are visiting candidates • Course assessment sheets-record of tests and progress • Course feedback forms-feedback from candidates • Health and Safety Check Forms-Ensuring safe working environment • Equality and Diversity Forms-Ensuring no discrimination • Individual Learning Plans-Targets and timescales Bibliography Wallace. S (2002). Teaching, Tutoring and Training in the Lifelong Learning Sector. Learning Matters. Exeter Race. P. (2005) Making Learning Happen. Sage. London Wilson. L (2008). Practical Teaching. Delmar.Andover Gravells. A (2006) Preparing to Teach in the Lifelong Learning Sector. Learning Matters. Exeter Internet www.education.gov.uk