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

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

3. 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, ,4.1)

4. 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

5. 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

6. 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?

7. 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)

8. 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

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

10. 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

11. 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)

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

13. 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, ,4.1)

14. 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

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

16. 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