Presentation on theme: "Diploma in Teaching in the Lifelong Learning Sector"— Presentation transcript:
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 learningConduct 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 performanceMethod of determining whether learning has taken placeMethod to determine progress
7 The purpose of assessment: Gives learner immediate feedback and increases motivationCan see if mastery is achieved/evidence of competenceIdentifies strengths and weaknessesAny problems can be addressedMotivates both student and teacherCan help select candidates for jobs/coursesPrediction of an individual’s potentialTo 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 & SummativeS.M.A.R.T.:Specific, Measurable, Achievable, Realistic & Time-boundV.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:ScenariosYou 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.KnowledgeUnderstanding (higher level of application of knowledge)ReasoningProblem solvingOther Personality traits/types (e.g. ability to work as part of a team, leadership qualities, etc)IQHow 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 CurriculumQualification 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 specificationsSkills matricesSupplier/Customer requirements, etcCompetence 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 metTo 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 aspirationsTo 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 requirementsCourse / 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 PlanProgramme delivery, e.g. frequency and type of assessment and review in competence/work-based qualifications (QCF NVQs)Equality, diversity & inclusion issues – being proactiveInfluence on learner ILPFrequency and type of assessmentQualification requirements of delivery staffLearner progress & achievement monitoringCourse/programme monitoring and review – methods & frequencyRecords requiredExternal requirements, e.g. EQA monitoring, Ofsted, etc.