PGCE Evaluation of Assessment Methods

Why do we assess? Diagnosis: establish entry behaviour, diagnose learning needs/difficulties. Diagnosis: establish entry behaviour, diagnose learning needs/difficulties. Feedback to students on their progress, identify strengths and areas for development; reinforce learning, motivate students. Feedback to students on their progress, identify strengths and areas for development; reinforce learning, motivate students. Maintain standards, certificate achievement, facilitate progression, qualify as ‘safe/competent to practice’, provide data for Quality Assurance Systems. Maintain standards, certificate achievement, facilitate progression, qualify as ‘safe/competent to practice’, provide data for Quality Assurance Systems.

Diagnostic Diagnostic Prognostic Prognostic Incentive Incentive Achievement Achievement Formative Assessment Strategies What do these mean to you?

Formative Assessment Strategies Diagnostic Diagnostic Primarily used to identify needs and to determine prior knowledge of participants. Diagnostic assessments usually occur prior to a learning experience. Prognostic Prognostic Action taken to put in place learners needs as identified at the diagnostic stage of assessment in order to give full support.

Formative Assessment Strategies Incentive Incentive Goal/target orientated assessment identified during feedback in order to allow learners to fully achieve Goal/target orientated assessment identified during feedback in order to allow learners to fully achieve Achievement Achievement Reinforcing targets/goals already achieved as part of learning programme. Reinforcing targets/goals already achieved as part of learning programme.

Formative Assessment Techniques Formative assessment takes place during the course and informs tutor/learner of how they are progressing. Formative assessment takes place during the course and informs tutor/learner of how they are progressing. Question and Answer Question and Answer Supply type questions Supply type questions Selection type questions Selection type questions Projects Projects Assignments Assignments Essays Essays Practical Tests Practical Tests

Summative Assessment Techniques Summative Assessment takes place at end of the Course, unit or topic and is used mainly for certification. Summative Assessment takes place at end of the Course, unit or topic and is used mainly for certification. End of Course/Unit exams End of Course/Unit exams Supply type question – short answer tests - student’s own answers Supply type question – short answer tests - student’s own answers Selection type questions (True/false alternate – choice) Multiple choice answers. Selection type questions (True/false alternate – choice) Multiple choice answers. Final Projects Final Projects Final Assignments/Portfolio Final Assignments/Portfolio Essays and Practical tests Essays and Practical tests

Norm and Criterion referenced Assessment Norm referenced apply to end examinations and practical tests, to ensure the normal curve of distribution. Norm referenced apply to end examinations and practical tests, to ensure the normal curve of distribution. Criterion referenced assessments apply to assessment of assignments, projects, objectives and competences. Criterion referenced assessments apply to assessment of assignments, projects, objectives and competences.

Assessment Terms Validity - how well does the test measure what it is supposed to test? Validity - how well does the test measure what it is supposed to test? Reliability – how consistent is the measurement of the test, use of different examiners and marking schemes. Reliability – how consistent is the measurement of the test, use of different examiners and marking schemes. Sufficiency – how much in quantity does the test require in order for it to reach the standard required, word counts. Sufficiency – how much in quantity does the test require in order for it to reach the standard required, word counts. Authenticity – is it the student’s own work, how can this be checked? Authenticity – is it the student’s own work, how can this be checked?

Gapped Handout responses…. 1. The purpose of assessment is to provide feedback evidence to students on their progress. 2. Initial assessment is carried out before the course begins in order to assess the needs of the learner. 3. If the tutor does not match the needs of the student correctly to the course, it can result in the student withdrawing from the Course. 4. The three main forms of assessment are initial, formative and summative. 5. An example of a competence based assessment model is shown in National Vocational Qualifications

Gapped Handout responses…. 6. There are several ways of assessing student competence; one is observation in the workplace and another can be oral and written questioning. 7. Assessment must be fair and reliable to all learners; it must not exclude any students with a disability or learning difficulties. 8. When providing feedback, assessors must not crush students confidence or self- esteem. 9. Feedback must always end on a positive note. 10. An externally marked assessment is often known as an exam.

Gapped Handout responses…. 11. Examples of methods of assessment include: observation, examinations, tests, questioning, presentations 12. Norm referencing assessment is: exam based, tests, GCSE’s, A-levels - looking at best marks 13. Criterion referencing assessment is: evidence based against performance criteria – task driven 14. What is the role of the tutor in the assessment process? to support and aid progression, help action plan, give praise on achievement, motivate learners

Gapped Handout responses…. 15. Why is it important to keep records of students’ progress and achievements during their learning programme? to check progress against criteria/ course time 16. Who are the external stakeholders of your organisations? employers, current and potential students, awarding bodies, LSC, LEA’s, local community, government 17. What types of assessment information do stakeholders (internal and external) need to know? achievement figures, grades, levels, numbers at grades, 18. What types of assessment information should be withheld in the interests of the learner? failure rates, names of individual students, appeals against assessment decisions

Check list for giving student feedback (1) Relate your comments to the assessment criteria. Relate your comments to the assessment criteria. Keep time short from submission to feedback. Keep time short from submission to feedback. Substantiate a grade/mark with comments. Substantiate a grade/mark with comments. Balance negative comments with positive ones. Balance negative comments with positive ones. Ensure negative ones are constructive. Ensure negative ones are constructive. Follow up written comments with oral feedback, if time allows. Follow up written comments with oral feedback, if time allows.

Checklist for giving student feedback (2) Make further suggestions for improvement, further reading or development of key points, ideas. Make further suggestions for improvement, further reading or development of key points, ideas. Always end on a positive note. Always end on a positive note. Adapted from: Gibbs et al, 1986) Adapted from: Gibbs et al, 1986)

Evaluation of own Assessments You will need to review and evaluate your assessments regularly. You will need to review and evaluate your assessments regularly. Answer the questions on pages 369 – 370 in Reece and Walker to assess the reliability and validity of your assessments. This is to ensure you identify any problems that may occur in your assessment procedures. Answer the questions on pages 369 – 370 in Reece and Walker to assess the reliability and validity of your assessments. This is to ensure you identify any problems that may occur in your assessment procedures.

Evaluation Models There are two effective ways of evaluating: There are two effective ways of evaluating: SWEET Model: Strengths, weaknesses, effectiveness, efficiency and training needs. SWEET Model: Strengths, weaknesses, effectiveness, efficiency and training needs. CIPP Model: Context, Input, Process, Product. (Stufflebeam 1971) CIPP Model: Context, Input, Process, Product. (Stufflebeam 1971) Adapted from Reece and Walker pages 407 – 408. Adapted from Reece and Walker pages 407 – 408.

Assessment Records Purpose of keeping assessment records Purpose of keeping assessment records Proof that assessment has taken place Proof that assessment has taken place Details of: Details of: Who was assessed? Who was assessed? What was assessed? What was assessed? Date and time of assessment? Date and time of assessment? Where assessment took place? Where assessment took place? Others involved in the assessment? Others involved in the assessment? Why and how assessment took place? Why and how assessment took place?

Tracking Sheets Record of students’ progress. Record of students’ progress. Indicates date of assessment. Indicates date of assessment. Grade achieved – pass or refer. Grade achieved – pass or refer. Date Unit/Assignment completed Date Unit/Assignment completed Can be computerised or hand written Can be computerised or hand written Ensure relevant legislation is followed. Ensure relevant legislation is followed. Can be used for audit purposes. Can be used for audit purposes.

Thought for the day…………..

….”Many teachers working in FE express two major anxieties about assessing their students: first, they are concerned about the increasing prominence of assessment and the time devoted to it often at the expense, they feel, of student learning; second, they worry that much assessment they are required to carry out does not do justice to the richness of the learning experience they know their students have undergone….” Source: Teaching and Training in Post-Compulsory Education; Armitage et al, page 190

Finally…….. Standardisation Standardisation Enables consistency and fairness of assessment decisions across all assessors. Enables consistency and fairness of assessment decisions across all assessors. Quality Assurance Quality Assurance Confirmation that assessors are assessing and making decisions correctly. Confirmation that assessors are assessing and making decisions correctly. Internal and external moderation takes place throughout the year. Internal and external moderation takes place throughout the year. Assignments and observations are sampled for accuracy, consistency, fairness, sufficiency and authenticity. Assignments and observations are sampled for accuracy, consistency, fairness, sufficiency and authenticity.