1. Diploma in Teaching in the Lifelong Learning Sector
Assessment for Lifelong Learning
(Units 5, 18, 12 )

2. Aim:
To identify the theories and principles of assessment and enable utilisation of assessment practice at appropriate stages/intervals using a variety of methods.

3. Objectives: By the end of this module, delegates will be able to:
Identify the types and methods of assessment commonly used in lifelong learning
Conduct and record assessments in line with internal and external processes and communicate assessment information to other professionals involved in the assessment process.
Identify theories, principles and application of assessment to their own teaching practice.
Recognise the need to set learner’s individual learning goals using inclusive learning and teaching approaches in line with internal and external processes.

4. Objectives continued:
By the end of the module, delegates will be able to:
Evaluate ways to improve own practice.
Review the effectiveness of own assessment practice in meeting the needs of learners.

5. What do you want to take away by the end of these two-days relating to assessment in Lifelong Learning?

6. What is assessment? Assessment is:
A tool of measurement (benchmark, standard setting)
Reflection on performance
Method of determining whether learning has taken place
Method to determine progress

7. The purpose of assessment:
Gives learner immediate feedback and increases motivation
Can see if mastery is achieved/evidence of competence
Identifies strengths and weaknesses
Any problems can be addressed
Motivates both student and teacher
Can help select candidates for jobs/courses
Prediction of an individual’s potential
To meet requirements e.g. national curriculum, certification etc.
Diagnosis of teaching and learning

8. Assessment - content included in PTLLS:
Stages of assessment:
Initial/Diagnostic, Formative & Summative
S.M.A.R.T.:
Specific, Measurable, Achievable, Realistic & Time-bound
V.A.R.C.S:
Valid, Authentic, Reliable, Current & Sufficient (evidence)
Assessment methods:
Observation of practice, Presentations, Work products,
Portfolio of evidence, Professional discussion, Projects, Puzzles/quizzes/games/word search, etc., Q & A, Projects, Simulations, Tests, Self-assessment, Peer assessment, Reports/research/dissertations, etc.
Assessment records:
As required by Awarding Organisation for certification & EQA. Internally for IQA, moderation, standardisation. Externally for EDI, funding bodies, Ofsted, other quality standards, etc.

9. Exercise 1:
Where do we start when designing an assessment strategy for a course/programme?.
Spend 20 minutes thinking about and making notes, for presentation to and discussion with, the whole group:
Scenarios
You are a course leader and your team of teachers will be delivering a new externally accredited course/programme beginning next term. As a team it is your responsibility to design the assessment scheme for the course. Describe how you will go about this.
You are a training practitioner for a large organisation. You have designed an in-house course. You now need to work out how you will assess your learners during the course. Describe how you will go about this.
Cont’d/

10. In both scenarios you must also consider:
What are we measuring?
Competence, i.e. the consistent application of knowledge and understanding to practice.
Knowledge
Understanding (higher level of application of knowledge)
Reasoning
Problem solving
Other Personality traits/types (e.g. ability to work as part of a team, leadership qualities, etc) IQ
How will each of the above be measured?
Cont’d/

11. In both scenarios you must also consider:
Finally:
When will assessment occur? Will it be modular, linear, holistic, or synoptic?
Can knowledge be inferred from observation of consistent competent performance?

12. Where do we start when designing an assessment strategy for a course/programme?
Externally accredited course/programme:
Programme/course syllabus or National Syllabus / National Curriculum
Qualification Handbook (sometimes called ”Centre Guide”, or “Qualification Specification”)
National Occupational Standards (NOS) Guide for Awarding Organisations

13. Where do we start when designing an assessment strategy for a course/programme?
In-house course/programme:
Internal requirements for:
Standards of performance (could be based on NOS, ISO, IQA, etc.)
Job specifications
Skills matrices
Supplier/Customer requirements, etc
Competence frameworks (may be required to meet customer requirements or EQA)

14. Exercise 2: Summary of Key points:
Are assessments against clear SMART objectives, or criteria?
Have you considered VARCS?
Have you taken account of the assessment cycle in your strategy?

15. Initial Assessment: Summary of Key points:
To determine entry requirements are met
To test knowledge, understanding and competence entry requirements are met.
To test learner’s understanding of the course or programme being applied for (to ensure learner’s perception of the course/programme is accurate)
To ascertain learner’s aspirations
To test personality, problem solving skills, IQ, etc. (only factors relevant to course type and content)
To ensure relevant RPL.
All the above inform:
The learner’s ILP and individual support requirements
Course / Programme / SOW / Lesson Plans

16. Exercise 3: Assessment Planning and Activity:
Spend 15 minutes thinking about and making notes, for presentation to and discussion with the whole group, about how you will put your strategy (from previous exercise) into action:
Consider what needs to be incorporated in Schemes of Work & Lesson Plan
Programme delivery, e.g. frequency and type of assessment and review in competence/work-based qualifications (QCF NVQs)
Equality, diversity & inclusion issues – being proactive
Influence on learner ILP
Frequency and type of assessment
Qualification requirements of delivery staff
Learner progress & achievement monitoring
Course/programme monitoring and review – methods & frequency
Records required
External requirements, e.g. EQA monitoring, Ofsted, etc.