Assessment A.E.T. Week 10 Cate Clegg
Assessment Aims Introduction to principles of assessment Examine different types & methods Requirements for records of assessment
Assessment Learning outcomes Identify different types of assessment and examine how they are used Evaluate the strengths & limitations of using different assessment methods Discuss how to involve learners in the assessment process Explain the need to keep records
Why assess? Diagnosis Feedback Standards Diagnosis establish entry behaviour learning needs/difficulties Feedback to students (on progress of learning) diagnose strengths/areas for development reinforce learning to teachers (on teaching strategies/methods) motivate students Standards maintain standards certificate achievement facilitate progression predict future performance/selection quality “safe to practice” (e.g. driving) data for QA system
When to assess? Initial Diagnostic Formative Summative Initial prior to start of teaching/learning Diagnostic help identify a learner’s current skills/knowledge & understanding in subject area. Also used for English/Maths/ICT Formative - used for feedback tell learners how to improve performance diagnose strengths/weaknesses predict success in employment/future training provide feedback to trainers provide feedback to students provide profile of what student has learned Summative - used for external purposes pass/fail a student grade/rank a student select for future employment/training tell students what they have achieved
What are we assessing? Stated aims, objectives & learning outcomes Learning domains Levels appropriate to skills, knowledge and abilities of students’ learning Constructive alignment (Biggs 1999) What are ‘desired’ outcomes? What teaching methods require students to behave in ways that are likely to achieve those outcomes? What assessment tasks will tell us if the actual outcomes match those that are intended or desired?
Who assesses? Teacher/trainer/tutor External agencies Self-assessment Peer-assessment External agencies examination bodies awarding bodies (mix of internal & external assessment) - link to NVQ session Self-assessment student involvement (formative) helps towards more reflective, autonomous, effective learners (link to reflection) Peer assessment combine with other methods students assess each other provide feedback/opportunities (formative)
Assessment considerations Valid (measuring what was intended) Authentic (produced by student) Current (here and now) Sufficient (meets all requirements) Reliable (can be replicated) Safe (meets all the above) Fair (equal access to assessment) Valid Authentic Current Sufficient Reliable - consistency across assessors/occasions Safe Fair - all students should have the same opportunity to succeed
The Assessment Cycle Plan Review Assess Feedback Plan: What are you assessing (standards, competencies, criteria, learning outcomes, etc) How are you assessing (what assessment methods are you using) When are you assessing (timescale) Where are you assessing (e.g. in class, externally?) Who is assessing (e.g. tutor, peer, self, external etc) Assess – using assessment methods agreed and make assessment decisions based on criteria Feedback – to learner on your assessment decisions (find out what learner thinks) Review – with learner as to what happens next (e.g. further assessment or is more training/coaching required) Feedback
Information for learner Assessment Task Qualification specification Records of assessed tasks What is the learner expected to do What are they being judged against (e.g. assessment criteria) What have they achieved