C.E.T Cate Clegg Assessment (1).

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Presentation transcript:

C.E.T Cate Clegg Assessment (1)

aim An introduction to the principles and practices of assessment including: Types and methods Peer and self assessment Assessment cycle

LEARNING OUTCOMES Explain the purposes of types of assessment used in education and training (1.1) Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners (1.2) Analyse ways in which minimum core elements can be demonstrated in assessing learners (3.1) Demonstrate the use of assessment and feedback to meet the needs of learners (1.3,1.4.1.5,4.1)

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 (assessment for learning) Summative (assessment of learning) 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 Levels appropriate to skills, knowledge and abilities of learners Constructive alignment (Biggs 1999) Matching assessment tasks to actual outcomes intended or desired 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 learner) 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

Assessment methods Ask learners to write up different methods of assessment on board

EXercise Choose 1 or 2 methods Analyse strengths/weaknesses & how they can meet needs of individual learners Identify whether they would be used as initial, formative or summative assessment Explain how they could demonstrate how learners are meeting minimum core

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)

EXERCISE Demonstrate practical application of assessment and feedback incorporating peer and self assessment Ask learners to write up different methods of assessment on board

LEARNING OUTCOMES Explain the purposes of types of assessment used in education and training (1.1) Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners (1.2) Analyse ways in which minimum core elements can be demonstrated in assessing learners (3.1) Demonstrate the use of assessment and feedback to meet the needs of learners (1.3,1.4.1.5,4.1)

R.A.R.P.A. Aims appropriate to each learner Initial assessment – establish starting point Identification of challenging learning outcomes Recognition & recording of progress during programme End of programme review of overall progress and achievement

R.A.R.P.A. Recognising And Recording Progress and Achievement

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