1. Assessment for Learning
Bradford College PCET Assessment 1
21/04/2019
Assessment for Learning
Week 1
Purpose and Types of Assessment
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2. What is the point of Assessment?

3. Should we get rid of all assessment?

4. Assessment
What?
When?
Bad experiences
Processes
Types
Purposes
Use pictures rather than words wherever possible!

5. Bradford College PCET Assessment 1
21/04/2019
What is assessment?
Assessment is a generic term for a set of processes that measure the outcomes of students’ learning, in terms of knowledge acquired, understanding developed, and skills gained.
QAA Code of practice for the assurance of academic quality and standards in higher education 2000
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6. Assessment Methods In pairs…..
Bradford College PCET Assessment 1
21/04/2019
Assessment Methods In pairs…..
What methods are there?
Cluster them as you see fit
Extensions: Discuss
How do you choose the methods?
What methods would you like to use or develop more?
Brainstorm in groups – mind map design so can overlay with categories, strengths and weaknesses,
Brainstorm on the board the range of assessments possible.
How can these be delivered categorised? – formal, informal, oral, written, open questions, closed, traditional, non-traditional
Put onto flipchart in groups and so as a mind map – to consider adva and disad of each method
Whilst doing this send round a grid to record the assessment they use at the moment
Think about Bloom here – are you testing knowledge, psychomotor skills or affective
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7. Feedback from the Task Methods?
“Assessment procedures to gauge student learning should be as varied as the teaching strategies used to teach them.” Read more at Suite101: What is Assessment: Assessing Student Learning

8. ‘Assessment measures the depth and breadth of learning’
Geoff Petty
‘Assessment “reaches back” into the rest of teaching: in particular, poorly designed formal assessment regimes can severely hinder student learning and distort the process and subject matter.’
James Atherton

9. Categories or Types of Assessment
Initial
Diagnostic
Formative
Summative
Task: Review your list of methods which activities fall under these categories

10. Initial and Diagnostic
Initial assessment can screen students, identify support needs or simply benchmark a learner’s skills, knowledge and understanding at the start of a programme. Diagnostics should take this on into the programme giving further insight into skills, knowledge and understanding throughout the programme.

11. Clay Diagnostic
As a small group come up with as many questions as you can, drawing on your specialism, that you can use as a diagnostic at the start of a session.
An example?

12. Assessment for Learning
Watch the video….
Assessment for Learning - Research Evidence
Plenary..
What effect does assessment have on learners?
What elements in the video do you think are important for your teaching?

13. Bradford College PCET Assessment 1
21/04/2019
Formative assessment
Is designed to provide learners with feedback on progress and informs development, but does not necessarily contribute to the overall assessment
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14. Formative assessment Involves
Sharing learning goals and standards with students
Feedback that helps pupils to identify how to improve
Reviewing and reflecting together
Self-assessment
Increasing motivation and self-esteem, crucial for effective learning and progress, by effective assessment techniques.
Adapted from: Assessment for Learning Strategy Download

15. Bradford College PCET Assessment 1
21/04/2019
Summative assessment
provides a measure of achievement in respect of a learner’s performance in relation to the intended learning outcomes of the programme of study
One boy's experience
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16. Bradford College PCET Assessment 1
21/04/2019
Summative - types
Norm-referenced e.g. selection tests and, in part, A-levels
Compares students with each other and rewards the best
Criterion-referenced e.g. driving test
Measures what a student can do, awarding a pass if they can do it and a fail if they cannot
Competence based eg NVQs
Measures performance against criteria
Norm referenced - Marks all candidates on a comparative scale-compares their performance with others in the group. external exams – aim is to maintain standards
Assumes performances in any year fit a normal distribution curve - small % pass and get As and most get between 40 and 60%.
Adjusts raw results to fit the normal distribution curve: creates a quote of results in each grade. Result may depend on how able/weak’ their cohort is. Assumes a conformity of ability in successive cohorts.
Criterion referenced – mastery learning – master one topic before moving on to the next. Criteria – objectives and competences - Measures what each candidate can do
All those who can performance at required level(s) achieve a Pass or the appropriate grade so all candidates could achieve ‘A’ grades
No quotas in grades or limit on numbers who may pass. ie Driving Test
Norm–reference and criterion reference assessment can be mixed. ie Norm reference structures set grade boundaries and criterion reference standards set the grade requirement. See CPD handbook and PCET unit
Competence based - work-based skills: analysis of skills needed to performance in an occupational area. (NVQs) Elements of Competence’ used to create units that fit together to form an Award - candidates must demonstrate competence in all the required elements Can be retaken until competence achieved
Usually Pass/Fail: no ‘grades’ of competence and focus on behavioural skills
What method do you use? Is it appropriate? Is it the best / only way?
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17. Models of assessment Classical model Exams and unseen tests
Liberal model
Continuous assessment and perhaps student devised assessment
Objectives model
Performance activity with pass/fail outcomes

18. Bradford College PCET Assessment 1
21/04/2019
So…
Why do we assess? Task
Look at the quotes given and devise a statement which summarises your view of the purpose of assessment
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19. Race (2001) The lecturer’s toolkit
Bradford College PCET Assessment 1
21/04/2019
Race (2001) The lecturer’s toolkit
To diagnose faults and support progression
To give us feedback on how our learners are progressing and how our teaching is going
To guide improvement and motivate students
To provide statistics for the course, or for the institution
To enable grading, exam classifications and final degree classifications
To add variety to students’ learning experience, and add direction to our teaching
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20. Issues- In small groups
Bradford College PCET Assessment 1
21/04/2019
Issues- In small groups
How can assessment distort teaching & learning?
How far do we assess only what we can grade - especially ‘numerically’?
Does assessment act as a gate-keeping mechanism to exclude rather than include?
Why are there tensions between ‘unseen exam/tests’ and coursework?
Big Debate - Assessment and Testing - With Dylan Wiliam
To ponder for homework and to feedback following week
OR to take one point for each group and create an acetate with 5 points to answer this question
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