Unit_12_Principles_of_Assessment_in_Lifelong_Learning

Principles of assessment in lifelong learning | Unit 012 Level 4 | Rob Lawrence | 03 December 2012 03 December 2012 “Assessment is the act of collecting information about individuals or groups of individuals to understand them”. Butler S. M. & McMunn N. D. Three types of assessment are used in lifelong learning:- Diagnostic: Provides teachers with information about each student’s prior knowledge before learning begins. Teachers can use this assessment to assist them in developing lesson plans and providing differentiated instruction to meet students' needs. Formative: Identifies progress and provides opportunities to see how learners have taken in information. The methods can be varied to suit the circumstances which could fit in with the theory of Kolb’s learning cycle (1984) where he describes how people learn from their experiences using trial and error and in this way reflective practice builds upon things that happen. Summative: Typically given to students after a specific period of instruction to measure their understanding of a subject. It provides a final assessment and is used to gauge the students’ performance over a continued period of time. This assessment can also be used to provide feedback to the teacher about the effectiveness of the unit of work. There are many methods that can be used to assess students - observation, assignments, tests, exams, quizzes and journals where each method is useful in measuring how much knowledge is being acquired. Observation, tests, quizzes and journals may be used on a regular occurrence whilst assignments will be spread over the course and a final exam may possibly be used at the end. Assessments can give the opportunity for students to demonstrate their abilities and also be a measuring tool for the tutor. But there are strengths and weaknesses. Used as a positive measuring tool they are an excellent way of testing whether or not a student has grasped the concepts presented in class and also allow the tutor to see first-hand what knowledge gaps need to be filled. However, there are limitations in that test results could be skewed if a student is having an off day, or the particular method used does not suit the student or, they generally do not perform well in tests and any failure may be seen by them as a setback. This is particularly the case in students with a fixed mind-set who do not handle setbacks well at which point they can become discouraged or defensive if they don’t succeed straight away. As a result of this they may quickly withdraw their effort, blame others or consider opting out of the subject. On the positive side students with a growth mind-set are more likely to respond well to the initial disappointment and will remain involved, try new strategies and use resources at hand to improve learning. A formative assessment process gives students the ability to assess their own progress, set their own learning goals and evaluate accordingly. It can also give valuable feedback to the tutors about what they are doing effectively and what could be done better “Let's give students learning tasks that tell them, you can be as smart as you want to be." Carol S. Dweck Involving learners in the assessment process is a key way of helping them to manage and take ownership of their learning. To do this they must think about what they have achieved and what plans they need to make to reach the next level. If they can set negotiated targets, are involved in recording their own progress, and then plan the next steps in learning it will strengthen their understanding and reinforce their sense of achievement. So, are there ways to integrate students into the formative assessment process' Wilson, L (2008) explains that “Both peer and self–assessment generally lead to reflective practice. Both are the ability to judge oneself and involve a critical analysis of the individual learner. Peer assessment is based on learning from each other and is therefore a good way to share ideas and best practice”. Activities that promote metacognitive thinking and allow students to reflect on their learning processes are crucial in the formative assessment process. When students are asked to think about what they have learned and how they have learned it, they are better able to understand their own learning processes and can then set new goals for themselves. Students can then reflect on their learning in many ways: answering a set of questions, talking with another student, keeping a learning journal, etc. Kolb’s learning cycle 1984 Peer assessment is also a useful tool for supporting reflective practice as its focus is on dialogue and shared interpretations of learning. Students can learn from each other and then use the feedback provided by peers to appraise their own learning and also make positive comments about the work of their peers. Keeping records is essential as they allow teachers to track both the student and assess their own progress. In many cases records must be kept to comply with the law where, for example, a risk assessment is required or an accident needs recording. They may also be required to comply with employer policies and procedures and may include lesson plans and schemes of work. Throughout the year the teacher will need to maintain records of what has been covered, the progress made, pass rates and trends to satisfy the external verifier. Should the teacher be absent from work anyone covering the particular lesson will be able to pick-up at a precise point. There may also be special needs which require extra support. Records such as registers and learning support records will be useful when trying to get funding for additional resources as they can help to support the application. Internal verification records may be required to comply with the awarding body’s requirements and up to date records will allow easier compliance with external organisations such as Ofsted visits. Conclusion Assessment is the central element in the overall quality of teaching and learning. Well-designed assessment sets clear expectations, establishes workloads and provides opportunities for students to self-monitor, practice and receive feedback. It must guide the student, provide feedback on their progress and determine their readiness to proceed to the next level of study. Most importantly it must protect and guarantee academic standards. References Butler, S. M. & McMunn, N. D. (2006) A Teacher’s Guide to Classroom Assessment: Understanding and Using Assessment to improve Student Learning, San Francisco, Jossey-Bass Dweck, C. S. (2010) Even Geniuses Work Hard. Alexandria, Educational Leadership, 68, 1, 16-20 Kolb D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall, 41 Taylor, S. (1999). Better learning through better thinking: Developing students’ metacognitive abilities. J. of College Reading and Learning, 30(1): 34. Wilson, L. (2008) Practical Teaching: A guide to PTLLS and CTLLS. Andover: Cengage Learning EMEA