PTLLS Assessment and feedback 1

Assignment 007 (L3) Task A Guidance document a) an explanation of six assessment methods, identifying when and how they would be used (ref. 1.2) b) a clear explanation of four of those assessment methods that are the most appropriate to your skill specific area, with a comparison of their strengths and limitations for meeting individual learner needs. (ref. 1.3) – PLUS short questions in class 2

Assignment 012 (L4) Task A Research report a) an analysis of: initial, formative and summative assessment (ref.1.1) four different assessment methods appropriate to your skill specific area, evaluating their strengths and limitations in meeting individual learning needs (ref. 1.2, 1.3) the role of peer assessment and self-assessment with a reflective account of how you might use it within the assessment process. (ref. 2.2) b) a written evaluation of how you would involve learners in the assessment process. (ref. 2.1) Your report should demonstrate your understanding of how your research links coherently to these aspects of the assessor role. – PLUS short questions in class 3

4 Aims To examine: the key functions of assessment the necessary criteria for an effective assessment to prepare learners for unit 07 and unit 012 assignment and short-answer requirements

Learning Objectives At the end of the session, the learner will be able to: list 3 purposes of initial assessment list 3 purposes of formative assessment list 3 purposes of summative assessment identify 4 stages of the assessment cycle explain how learners can be involved in their own assessment during the stages of the assessment cycle explain the benefits of peer and self assessment with examples of each explain the need for keeping records of assessment – at tutor and organisational level 5

Small group activity 1) What do you consider to be the purpose/s or functions of assessment? Why do we assess learners? 2) What qualities (e.g. fairness) should an effective assessment tool have? – Please feed-back to the main group 6

Purposes of assessment Initial assessment – identification of: – Prior skills/knowledge – Starting point on the course – Appropriate level of course – Additional support or guidance needs Diagnostic assessment – Further detailed information on skills levels (spikey profile), literacy, numeracy, ICT, learning styles etc. – Additional support and guidance needs – Individual Learning Plan 7

8 Purposes of assessment On-going or formative assessment – used throughout the course to provide feedback to teachers and learners about progress in order to support future learning to form judgements on whether: learning has been successful difficulties have been encountered remedial action can be taken to alleviate identified difficulties ‘Almost everything you do as a teacher in the class can be formative assessment.’ (Petty, 2009)

On-going or formative assessment to form judgements on: – learner understanding of the learning objectives, the criteria they will be assessed against and how they will be assessed – learner motivation – what learners are learning and how – achievement of on-going learning objectives and difficulties encountered – Identification of any additional learning support needs – modifications needed in teaching strategies – how to involve learners in assessment processes – learner feedback, guidance and support needs 9

Formative assessment to check if the learner has ‘formed’ the correct concept i.e. – hasn’t ‘mislearned!’ 10

Purposes of assessment Final or summative assessment to provide a medium/long term goal for the learner to recognise effort and achievement to grade/certificate attainment of learners to help select candidates for jobs or future courses to provide evidence on the effectiveness of courses and teachers (self-assessment and inspection!) 11

12 Purposes of assessment – Delivering Skills for Life, DfES 2002 Screening Initial Assessment Diagnostic Assessment Formative Summative For possible need For level of skills For detailed learner profile which informs Individual Learning Plan For regular review of progress to inform learning programme For National Test or qualification, completion of ILP

13 Screening Not undertaken in every case Can be delivered by ‘non expert’ Screening Not undertaken in every case Can be delivered by ‘non expert’ Initial Assessment Undertaken in every case Preferably delivered by trained tutor or can be accessed by learners using independent study programmes Initial Assessment Undertaken in every case Preferably delivered by trained tutor or can be accessed by learners using independent study programmes Summative Assessment End of phase assessment which can take the form of: National Test accreditation completion of individual Learning Plan includes transition review Summative Assessment End of phase assessment which can take the form of: National Test accreditation completion of individual Learning Plan includes transition review Feedback from Initial Assessment Used to inform teacher and learner about the starting point for learning programme and further diagnostic assessment Feedback from Initial Assessment Used to inform teacher and learner about the starting point for learning programme and further diagnostic assessment Review of Progress Negotiated between teacher and learner Informs decisions concerning: further diagnostic assessment future learning targets appropriate summative assessment Review of Progress Negotiated between teacher and learner Informs decisions concerning: further diagnostic assessment future learning targets appropriate summative assessment Diagnostic Assessment Administered by trained assessor. Helps to provide further diagnostic information: for skill area, e.g. reading at element level Informs Individual Learning Plan Negotiated between teacher and learner Informs Individual Learning Plan Negotiated between teacher and learner Formative Assessment Assessment of learners progress against ILP targets Formative Assessment Assessment of learners progress against ILP targets Assessment Process

The assessment cycle Gravells Initial assessment Assessment planning Assessment activity Assessment decision and feedback Review of progress and action plan 14

15 Norm-referenced assessment Compares candidates with each other and rewards the best The marks show how the candidate does compared with the norm, or average for all candidates Norm-referenced assessments work effectively only for examinations with a least a few hundred candidates Used in competitive assessment processes including (in part ) - A level and GCSE grades) – August 2012 grade boundaries dispute

16 Criterion-referenced assessment Measures what the candidates can do against specific criteria/competences/learning outcomes This method of assessment is reliable only if the assessment criteria are clearly designed Criterion-referencing is appropriate for mastery objectives – but can apply to analysis and evaluation Generally agreed that criterion referencing should be used for most assessment situations

The quality criteria for an effective assessment tool What qualities (e.g. fairness) should an effective assessment tool have? 17

18 All assessment should be: Fair – there is no bias in the questioning/all candidates have an equal opportunity to succeed Valid – measures what it is supposed to measure Sufficient – do you have enough information to determine the learner’s abilities – do you need to use a variety of assessments?

All assessment should be: Reliable – the assessment should receive the same mark regardless of the assessor Current – assesses current knowledge/ability – applicable to APL in particular Authentic - the work submitted ‘belongs’ to the candidate! NB all above need to be considered when considering the strengths and weaknesses of an assessment method 19

Lifelong Learning professional teaching standards Domain E: Assessment for Learning EP 2.1 Apply appropriate methods of assessment fairly and effectively. EP 2.2 Apply appropriate assessment methods to produce valid, reliable and sufficient evidence. EP 2.4 Collaborate with others, as appropriate, to promote equity and consistency in assessment processes. 20

21

Individual activity List the assessment methods/strategies that you have used, or could have used over the past year in your subject area (5 minutes) Which work most effectively to produce the learning objectives/outcomes that you planned 22

Assessment methods Observation Discussion Oral questions Role play Problem solving activities Reflective journals/diaries Recognition of Prior Learning Witness statement E portfolios/on-line assessment Assignments (multiple activities) Essays Tests/quizzes/puzzles Self-assessment Peer assessment 23

How can we involve learners in their own assessment ? BenefitsExamples of how Self-assessment Peer-assessment 24

Involving learners in their own assessment Assessment planning - learners can agree targets with tutor, and negotiate assessments together with tutor so they will be able to contribute to the planned activity. Design of assignments/evidence - learners involved with tutor in the design of their own assessments – against clear performance/assessment criteria Feedback – learner can comment on how they felt the assessment went (for practical assessments) or comment on the written feedback (for knowledge based assessments). Action planning – learners identify their own development points, suggests next assessment criteria targets and form of evidence 25

Self-assessment Learner assessing own work/progress against specific, clear and understood criteria BenefitsExamplesLimitations A starting point for reflection on past performance. Encourages reflection as a skill Self-assessment prior to progress review. Completing checklists/pro-formas Learner might not understand the criteria and under/over estimate progress Encourages learner ownership of learning and assessment criteria –individual autonomy Learner working through graded assignment tasks autonomously Micro Teach self evaluation!! Learner might not have the confidence, motivation or ability to make autonomous/reflective self-assessment decisions Mistakes can be seen as opportunities for improvement Learner identifying own action points on pro-forma Learners need to be specific about what they need to do next - 26

Peer assessment assessing peers/being assessed by peers against specific, clear and understood criteria BenefitsExamplesLimitations Can clarify understanding and develop effective learning without intervention of tutor (ownership/autonomy) Suggest strengths of and improvements to peer’s work. Anonymous feedback pro-form Peer might not understand the assessment criteria Develops reflection and ‘critical friend skills’ Written or oral feedback – strengths/improvements Subjectivity or lacking in confidence to give feedback Increases attention during activities where peer feedback has to be given. Activities involving groups discussions/presentations Micro teaching peer feedback Tutor/assessor needs to confirm progress/achievement of assessment criteria Can identify development points a tutor hasn’t identified Leaner evaluation of a finished product Needs to be managed carefully to avoid conflict 27

Self and peer assessment Should be encouraged and developed – but should be supported with other assessment methods EK/EP 1.3 Develop, establish and promote peer and self assessment as a tool for learning and progression 28

Strengths and limitations of assessment methods Always consider fair, valid, sufficient, reliable, current and authentic Read: Gravells 5 th Edition pgs. 120, 122, 123 Gravells 4 th Edition pgs. 99,

The need for keeping records of assessment of learning as on-going tutor records Learner and tutor tracking of progress – a visual record to emphasis achievement and gaps Tutor maintaining a permanent record of learner progress – own, course team and quality assurance needs Tutor monitoring of learner progress in order to identifying additional support needs or other intervention s To provide data for award/certification claim 30

The requirements for retaining records of assessments in an organisation Clear audit trail for funding, quality assurance and inspection purposes. Data for: Welsh Government – Education and Skills Skills Funding Agency (Department for Business, Innovation and Skills) (England) ESTYN OFSTED Awarding Bodies (data to be kept for a specific time) 31

Assignment 007 Task A Guidance document a) an explanation of six assessment methods, identifying when and how they would be used (ref. 1.2) b) a clear explanation of four of those assessment methods that are the most appropriate to your skill specific area, with a comparison of their strengths and limitations for meeting individual learner needs. (ref. 1.3) – PLUS short questions in class 32

Assignment 012 (L4) Task A Research report a) an analysis of: initial, formative and summative assessment (ref.1.1) four different assessment methods appropriate to your skill specific area, evaluating their strengths and limitations in meeting individual learning needs (ref. 1.2, 1.3) the role of peer assessment and self-assessment with a reflective account of how you might use it within the assessment process. (ref. 2.2) b) a written evaluation of how you would involve learners in the assessment process. (ref. 2.1) Your report should demonstrate your understanding of how your research links coherently to these aspects of the assessor role. – PLUS short questions in class 33

Resources Gravells 5 th Edition Chapter 6 Gravells 4 th Edition Chapter 6 Moodle 34

Learning Objectives At the end of the session, the learner will be able to: list 3 purposes of initial assessment list 3 purposes of formative assessment list 3 purposes of summative assessment identify 4 stages of the assessment cycle explain how learners can be involved in their own assessment during the stages of the assessment cycle explain the benefits of peer and self assessment with examples of each explain the need for keeping records of assessment – at tutor and organisational level 35