Ctlls - the Principles and Practices of Assessment
Assessment is a vital element in the learning process to aid both the teacher and learner’s understanding of their strengths and weaknesses. It evaluates if learning has taken place and helps to aid teacher’s planning to ensure that the student meets the learning objectives.
Teachers carry out assessment for a multitude of reasons. Data is required by managers and the institution for which they work, and ultimately can affect funding levels. Students themselves often desire a grade to understand how they are progressing in class compared to their peers. For many it is motivational, although for some this can have the opposite effect. This is why detailed and structured feedback is so important, as it can be motivational and celebrate achievements, even if they are limited. Assessment is critical because as Scales comments, “Without some form of assessment it would be impossible to ascertain whether progress has been made by all or just some of our learners.” (2008, p.176)
There are five main purposes of assessment:
• initial assessment;
• diagnostic assessment;
• formative assessment;
• summative assessment;
• ipsative assessment.
The initial assessment happens before a course even begins as it includes guidance during enrolment; it looks at prior learning and skills and helps to show what a learner may be capable of, as well as their current level of ability in the chosen subject. It is a chance for the learner to showcase their abilities and express their future career goals. It can identify that a particular course is unsuitable for the learner, which is important to understand before the course begins to ensure a positive experience for the learner and to prevent withdrawals, which affects the institution’s success rates.
All students enrolling on a vocational course at College are required to work towards a Level 2 qualification in Functional Skills English, which is the subject that I teach. As part of the initial assessment process they have
Teachers carry out assessment for a multitude of reasons. Data is required by managers and the institution for which they work, and ultimately can affect funding levels. Students themselves often desire a grade to understand how they are progressing in class compared to their peers. For many it is motivational, although for some this can have the opposite effect. This is why detailed and structured feedback is so important, as it can be motivational and celebrate achievements, even if they are limited. Assessment is critical because as Scales comments, “Without some form of assessment it would be impossible to ascertain whether progress has been made by all or just some of our learners.” (2008, p.176)
There are five main purposes of assessment:
• initial assessment;
• diagnostic assessment;
• formative assessment;
• summative assessment;
• ipsative assessment.
The initial assessment happens before a course even begins as it includes guidance during enrolment; it looks at prior learning and skills and helps to show what a learner may be capable of, as well as their current level of ability in the chosen subject. It is a chance for the learner to showcase their abilities and express their future career goals. It can identify that a particular course is unsuitable for the learner, which is important to understand before the course begins to ensure a positive experience for the learner and to prevent withdrawals, which affects the institution’s success rates.
All students enrolling on a vocational course at College are required to work towards a Level 2 qualification in Functional Skills English, which is the subject that I teach. As part of the initial assessment process they have
References: Atherton, J. S., 2011. Teaching and Learning; Assessment. [Online] Available at: http://www.learningandteaching.info/teaching/assessment.htm [Accessed 23rd December 2012]. Gravells, A., 2011. Preparing to Teach in the Lifelong Learning Sector. 4th ed. Glasgow: Learning Matters. Highland Learning & Teaching Toolkit, 2010. Formative Assessment. [Online] Available at: http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/formative.htm [Accessed 23rd December 2012]. Scales, P., 2008. Teaching in the Lifelong Learning Sector. Maidenhead: Open University Press.