Essay about Princilples of Assessment Unit 12 Pttls

As a tutor I will carry out various methods of assessment to maintain continuous improvement; I also involve my learners in the process.

Principles of assessment, different methods, strengths and limitations of these, relevant to their subject area, which can effectively meet the individual needs of learners.

Any assessment that is carried out must be objective and must follow the criteria laid down by the examining organisation. There must follow at regular intervals both internal and external checks (verifications), this is to ensure the validity of any assessment decisions that are made. The assessment must be a fair judgement of the learners skills and knowledge when measured against the set criteria.

Various modes of assessment such as formative and summative assessment should be used to cater for the diversity of all students. Students will be able to demonstrate what they know and understand; from this teachers will see which areas are in need of

As a trainer it has become very evident to me that assessment is a critical component of training/teaching and as such it is essential that I continuously monitor the trainees’ progress to help me to identify; where they are and if my training methods are developing and progressing individuals on.

There are four kinds of assessments. One initial assessment: A progress during which start to build up a picture of a leaner’s achievements, skills, previous learner, goals and learning needs. This will help to place learners in appropriate learning programmes. Assessment number two is diagnostic assessment: A detailed assessment of a learner’s existing skills and areas of need with respect to a particular subject area. Assessment number three is formative assessment; this is an ongoing assessment of what process and learning is taking place during a course. The last one is summative assessment; this usually occurs at the end of a programme, topic, unit or full qualification. The assessment types are different from assessment methods. A

There are primarily four different types of assessment used whilst teaching in the lifelong learning sector, all as crucial and relevant as each other; they are Initial assessment, Diagnostic assessment, Formative assessment and Summative assessment. Each ultimately may be conducted using any method of assessment loosely categorised into four

Types and methods of assessment used in lifelong learning sector and for at least two methods evaluate their strengths and limitations

10. Give a time frame when the assessment will take place and where. Completion of the tasks by learners as well as assessment of the task

Observation and questioning the learning. Completing assignments. Writing statements or gathering appropriate evidence of competence .Assessments can be on going or summative at the end.

It may happen at pre- entry, entry or induction stage. The initial assessment will inform you about the learner’s prior knowledge, skills, qualifications, learning styles and any support learner may need. When you have found out the current level of ability you can then set goals, plan future learning and assessment.

During my teaching practice, I check whether learning is taking place with several formative assessments. Based on the response, I usually adjust the teaching strategies used to help my students. Summative assessment also known as assessment of learning or product evaluation examines the outcomes of learning objectives at the end of a unit or

This means that when it comes to the effectiveness of education and assessment, the two aspects can be achieved through integration of alternative assessment practices throughout the course, which enables observations and reflections for both staff and students. Stiggins (2002) draws the distinction between assessments for learning, rather than simply the assessment of learning and this distinction can help to incorporate more alternative methods to ensuring that students constantly improve. There has in some cases, been resistance to this with some teachers who find that the constant observation of students’ ability to be more

Certainly, it was not wrong to use the information deriving from the current training for further improvements, but improvements, if any, should start with the present participants. Indeed, we did not find it too professional to ignore the present learners by failing to give them a feedback on their learning, but rather using their feedback for the benefit of future learners. Black, P. & William (1999) insists on the fact that summative assessment implies “the provision of effective feedback” to learners, the active involvement of learners in their own learning, the adjustment of teaching to take assessment results into account. What was hidden behind this non exploitation of formative assessment? Was it not a mark of ignorance in the use of formative assessment?

The assessment should also be practical and efficient which will be determined on how students understood clearly the goal of the assessment and how are these helpful in their lives