Scheme_of_Work_Assessment_Methods

Initial assessment – valid/reliable/eq of opp The initial assessment method consists of a combination of a series of questions, and an interview. These help to ensure that the learning programme is at an appropriate level, so that learners are able to cope with what is being asked of them, but the material is not so easy that there is no challenge for them. The assessment is reliable, as it has been used successfully previously, and is valid as the learner must answer the questions without assistance. Equality of opportunity is ensured by the questions being unbiased, i.e. there is no requirement to have knowledge of cultural specifics to enable the right answers to be obtained. Decisions will be recorded by keeping a copy of the answers provided by the learner, together with notes on the interview. Formative assessment Observation is a useful method of assessment, as it can be incorporated easily in a lesson, and is a good way of checking the progress of a learner. It is valid because the teacher will be familiar with what the learner needs to do to show understanding of a subject, by way of giving correct and appropriate responses during the lesson. It is reliable because the learner can only give consistently correct answers if they have sufficient understanding of the material they are being taught. Equality of opportunity can be ensured by providing sufficient resources to help those who may be visually impaired or disabled to access the lesson, and able to participate fully in the learning environment. Discussion shares many of the above qualities, and has the benefit of being informal and immediate. Learners are able to air their views, and steps can be taken to ensure that everyone is included. Care should be taken to help those who may be less willing to speak in a group setting, to ensure that they do not miss out. In addition, the teacher should try not to allow the group to go off-topic too much in a discussion, as some learners may experience frustration if this occurs, and consequently could lose interest, which should be avoided. Again, question and answer sessions are direct and immediate, and it is easy to ensure that all learners are included. They can be particularly useful at the start of a session, to check understanding of previous sessions, and areas can be looked at again if it is felt that this will be beneficial for the group. Summative assessment Testing and exams are an effective way of assessing whether the learners have sufficiently grasped the different mathematical material covered in the sessions. Exams are an unbiased form of assessment, in that they are the same for everyone, although it is important that the questions set are clearly worded to avoid any learner misunderstanding. Some people can struggle or panic in an exam setting, this can be lessened by getting learners to take practice exams, and only being entered for an exam when ready. If the learner is properly prepared, and doesn’t get too nervous, then the exam should be valid and reliable, as long as the correct exam procedures are followed.