Diploma in Teaching in the Lifelong Learning Sector Assessment for Lifelong Learning (Units 5, 18, 12 )

Aim: To identify the theories and principles of assessment and enable utilisation of assessment practice at appropriate stages/intervals using a variety of methods.

Objectives: By the end of this module, delegates will be able to: Identify the types and methods of assessment commonly used in lifelong learning Conduct 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.

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.

What do you want to take away by the end of these two-days relating to assessment in Lifelong Learning?

What is assessment? Assessment is: A tool of measurement (benchmark, standard setting) Reflection on performance Method of determining whether learning has taken place Method to determine progress

The purpose of assessment: Gives learner immediate feedback and increases motivation Can see if mastery is achieved/evidence of competence Identifies strengths and weaknesses Any problems can be addressed Motivates both student and teacher Can help select candidates for jobs/courses Prediction of an individual’s potential To meet requirements e.g. national curriculum, certification etc. Diagnosis of teaching and learning

Assessment - content included in PTLLS: Stages of assessment: Initial/Diagnostic, Formative & Summative S.M.A.R.T.: Specific, Measurable, Achievable, Realistic & Time-bound V.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.

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: Scenarios You 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/

In both scenarios you must also consider: What are we measuring? Competence, i.e. the consistent application of knowledge and understanding to practice. Knowledge Understanding (higher level of application of knowledge) Reasoning Problem solving Other Personality traits/types (e.g. ability to work as part of a team, leadership qualities, etc) IQ How will each of the above be measured? Cont’d/

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?

Where do we start when designing an assessment strategy for a course/programme? Externally accredited course/programme: Programme/course syllabus or National Syllabus / National Curriculum Qualification Handbook (sometimes called ”Centre Guide”, or “Qualification Specification”) National Occupational Standards (NOS) Guide for Awarding Organisations

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 specifications Skills matrices Supplier/Customer requirements, etc Competence frameworks (may be required to meet customer requirements or EQA)

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?

Initial Assessment: Summary of Key points: To determine entry requirements are met To 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 aspirations To 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 requirements Course / Programme / SOW / Lesson Plans

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 Plan Programme delivery, e.g. frequency and type of assessment and review in competence/work-based qualifications (QCF NVQs) Equality, diversity & inclusion issues – being proactive Influence on learner ILP Frequency and type of assessment Qualification requirements of delivery staff Learner progress & achievement monitoring Course/programme monitoring and review – methods & frequency Records required External requirements, e.g. EQA monitoring, Ofsted, etc.