Understanding the principles and practices of assessment 1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners. 1.2 There are three main areas of assessment, which are the initial, formative and summative assessment. Initial assessment includes work done prior or during a learner’s induction to the programme. Formative assessment includes …show more content…
Formative assessment can be an effective tool in building positive relationships as it gives cause for two-way communication at any point of a learning course. It can be written or verbally delivered, offering the opportunity to appeal to a variety of learning styles. It enables the learner to influence their learner programme and helps them build essential life-skills such as goal setting and self assessment. Its main disadvantage for the trainer is the amount of time the type of assessment can consume, and a learner may become disengaged by repetitive assessment exercises that interrupt the flow of learning. Summative assessment The assessment used at the end of a learning programme to determine finally whether the learning programme to determine finally whether the learning aims have been reached can be described as summative. It is often essential to fulfil contractual obligations with external bodies, and correct execution is necessary to ensure financial recompense. It can have real value to the learner as it offers recognition of achievement, but can cause anxiety in more nervous learners as the finality of the exercise is realised. 3.1 When planning assessment, several factors need to be taken into consideration. An assessor needs to take into consideration of safeguarding and the safety of both the learner and themselves, often risk assessments are
2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:
Unit 1- 1.1, 1.2-This is a reflective account of the things I have done, experience and knowledge I have gained throughout the assessor 's course mainly during the process of assessment. First, I would like to describe the definition of assessment, its key concepts, stages to show the knowledge and understanding I have gained throughout the course. An assessment is a pre-agreed formal session with the learner. Assessment is judging performance against an agreed standard and is also a way of finding out if learning has taken place. It enables yo assessor to ascertain if learner has gained
In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by
The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include
Formative assessment, or assessment for learning as it is often called, is the assessment that
There is a large variety of assessment methods available for assessing learners’ achievements. These include observation; questioning the learner; examining product evidence; discussion; witness testimony; looking at learner statements; recognising prior learning; simulated environment; skills tests; oral and written examinations; assignments; case studies and projects. Choosing the most appropriate assessment methods is vitally important, to help and support the learner and to ensure the job of the assessor is as straightforward, reliable and problem-free as possible.
The summative assessment is a formal assessment that takes place at the end of the learning course, module or programme. It used to measure the achievement of set criteria quality of the work produced. This type of assessment is often stressful to
Checking their own work and progress through self-assessment is useful as this gives learners an opportunity to step back and reflect on their objectives and whether they’ve attained them.
Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.
Assessors need to determine a learner's knowledge and performance against a set of pre-defined criteria. These criteria may be set up to assess learning for an eventual formal qualification in a particular topic or job role.
The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.
Define the key concepts and principles of assessment Assessments concepts must include: S –Specificity, ensuring the task approached is precise M –Measurable, can progress
* This is to determine if the delivery and assessment meets the requirements of the standards or assessment criteria , the whole assessment process needs to be accutat, consistate, safe and meets all organisation requirements.
Throughout the duration of the course, one recurring theme was the significance of formative assessment and how it can be used as a platform to guide the students in the process of learning. Yorke (2003) explains that formative assessment is the key towards improving a student’s intellectual development and is constructive towards learning. He continues on by stating that this is acknowledged but “it is not well understood across higher education”. I do agree with this, that Formative assessment is continuous method which is effective in defining if a lesson is outstanding or not and how constructive feedback is useful for both the students and the teachers, one thing which is very significant about formative assessment is that it can be both