Ctlls 003 Assessment
Key Concepts and the Principles of Assessment
“Assessment focuses on the learners’ performance. It is about measuring achievement, both ongoing (formative) and at the end of the programme (summative).” Wallace. S (2007: 118)
Assessment is a process through which we gauge a learners level and progression, ensuring learning is taking place and the learner is developing their skills and knowledge. Susan Wallace recognises the importance of assessment as more than a means of determining learner achievement but also “as an indicator of the quality of learning.” (2007: 119) discussing the need for ‘ongoing assessment’ to evaluate how receptive learners are to the lessons.
The key concepts of assessment, as outlined by Reece and Walker, are to obtain information about the learner; their knowledge/experience and level of learning, which will inform judgements made to predict the learners ‘future performance’ ultimately allowing a tutor to make decisions on how to approach the learners development. Reece and Walker (2007: 35) As Ann Gravells notes;
“Assessment is a regular process; it might not always be formalised, but you will be observing what your learners are doing, asking them questions, and reviewing their progress.” Gravells (2009: 07)
Therefore assessment can be understood as a means to not only certificate a learners achievement at the end of a course but also to establish a learners needs at the start of a learning programme and continually throughout the learning process to evaluate the learning taking place. Assessment should be valid, reliable, fair, sufficient for external awarding bodies/examiners and authentic as the students own work.
Different Types of Assessment
The stages of assessment as illustrated by Kidd and Czerniawski cover the four categories of Initial (or Diagnostic ), Formative, Summative and Ipsative (2010: 128). Initial assessment takes place at the start of a programme or course to determine a learners prior knowledge
“Assessment focuses on the learners’ performance. It is about measuring achievement, both ongoing (formative) and at the end of the programme (summative).” Wallace. S (2007: 118)
Assessment is a process through which we gauge a learners level and progression, ensuring learning is taking place and the learner is developing their skills and knowledge. Susan Wallace recognises the importance of assessment as more than a means of determining learner achievement but also “as an indicator of the quality of learning.” (2007: 119) discussing the need for ‘ongoing assessment’ to evaluate how receptive learners are to the lessons.
The key concepts of assessment, as outlined by Reece and Walker, are to obtain information about the learner; their knowledge/experience and level of learning, which will inform judgements made to predict the learners ‘future performance’ ultimately allowing a tutor to make decisions on how to approach the learners development. Reece and Walker (2007: 35) As Ann Gravells notes;
“Assessment is a regular process; it might not always be formalised, but you will be observing what your learners are doing, asking them questions, and reviewing their progress.” Gravells (2009: 07)
Therefore assessment can be understood as a means to not only certificate a learners achievement at the end of a course but also to establish a learners needs at the start of a learning programme and continually throughout the learning process to evaluate the learning taking place. Assessment should be valid, reliable, fair, sufficient for external awarding bodies/examiners and authentic as the students own work.
Different Types of Assessment
The stages of assessment as illustrated by Kidd and Czerniawski cover the four categories of Initial (or Diagnostic ), Formative, Summative and Ipsative (2010: 128). Initial assessment takes place at the start of a programme or course to determine a learners prior knowledge
Bibliography: Kidd. W, Czerniawski. G (2010) Successful Teaching 14-19 Theory, Practice and Reflection Sage Publications Ltd Gravells. (2009 ) A Principles and Practice of Assessment in the Lifelong Learning Sector Learning Matters Ltd Tummons. J (2011) Assessing Learning in the Lifelong Learning Sector Learning Matters Ltd Reece. I, Walker. S (2007) Teaching, Training and Learning: A Practical Guide. Business Education Publishers Wallace. S (2009) Teaching, Tutoring and Training in the Lifelong Learning Sector. Learning Matters