Ptlls_Theory_7

Review a range of different assessment methods available and explain the ones you would use for your subject area. Evaluate the use of assessment methods in different contexts, including reference to initial assessment. Justify the types of assessment records you would complete and explain why. Word count 300 – 600 Assessment is an important and necessary process used to evaluate teaching and determine whether learning has taken place. According to Black, P. & William, D. 1998 “Teachers can find out what they need to know in a variety of ways, including observation and discussion in the classroom and the reading of pupils' written work.” A variety of assessment methods can be employed by both assessor and learner at different stages of the learning cycle. Initial assessment, implemented before learning takes place through discussion; test; approved prior learning/experience etc identifies learner needs; preferred learning styles; and learning barriers. Without formal assessment these would be based on assumption. Assessments are used to determine a starting point, identify appropriate level of teaching, based on the conclusion, and provide a benchmark for measuring progress. In my role initial BKSB assessments are carried out to determine learners’ literacy levels, therefore gauging their ability to produce or update CVs unaided. Formative assessment occurring during learning is ongoing, using methods including observation; Q&A; discussion; project work; tests and feedback (this should encourage and motivate), identifying good and bad practice, enabling teachers to continually evaluate and develop sessions to meet learner needs. Formative assessment highlights gaps which need addressing so both teacher and learner may improve. On R2R provision learners’ complete feedback before, during and after learning, this is used to monitor delivery and implement changes to meet learner needs and expectations. Summative assessment takes place following learning and identifies whether necessary skills and knowledge have been learnt and understood. Examples are feedback, certification and accreditation. Learners on R2R sector specific training eg SIA undertake summative assessment through written test to gain certification and SIA badge. Cognitive learning can be assessed using questioning with groups or individually identifying learners’ knowledge, the advantage being immediately able to ascertain whether subject matter has been learnt, though perhaps testing surface and not deeper learning. Multiple choice questions and tests are cost effective, one disadvantage; the learner may arrive at the right answer by guesswork without having learnt anything. Assessment by discussion enables assessors to gain insight into the affective learning domain eg learners attitude but this however, is subjective. Practical observation, a method of assessing the psychomotor domain, (skills learnt) enables learners to demonstrate knowledge and skills when carrying out specific tasks. The level of proficiency is immediately evident, it is inexpensive, but is based solely on the observers level of competency to observe and assessors opinion which cannot be standardized. It provides merely a snapshot; learners may not demonstrate a true reflection of normal practice due to nerves when being monitored. Questioning learners regarding their procedures reinforces practical demonstrations. Videoing, voice recording and producing a report on main tasks completed forms supporting evidence and a record of activity having taken place. A written statement, (witness testimony), from a co-worker or line manager who witnessed the learner performing certain tasks is an accepted form of assessment which then exists as a record. Any assessment carried out becomes formative when the evidence is actually used to adapt teaching to meet student needs. It is important to keep assessment records to confirm that learning has taken place, produce an audit trail, comply contractually with agencies, set targets and improve future learning. JCP require attendance records so learner claimants on programme continue to receive benefit, City & Guilds and NVQ verifiers for evidence to determine competency levels before issuing certificates. LSC and ESF require records to highlight progression onto further training or into employment. Without records funding would not be released. Records of learners’ registration, social needs and contact details are also kept. (600) Black, P. & Wiliam, D. 1998. Inside the Black Box: Raising standards through classroom assessment, King’s College, London http://www.alite.co.uk/readings/black.htm