Enabling Learning
Analysis of assessment
The word ‘assess’ is a verb meaning to measure: evaluate or estimate the nature, quality, ability, extent, or significance of. (http://wordnet.princenton.edu/perl/webwn 2011) This in itself when thinking in terms of teaching implies it is something done with a learner or learners and not the learners themselves.
“The evidence used in evaluation may include measurements of learning achievement. To do that we must have reliable and valid methods of assessment”. (Minton 1991 p 183)
This is stating that assessment must be reliable and valid, this for me is fundamental. All learners have to be sure that any assessment given to them is going to be sufficient to meet the learning outcomes set so they can get the accreditation they are studying for in my case the learners are studying for the ‘Preparing to Teach in the Lifelong Learning Sector (PTLLS) Award.
“Ecclestone (1996) points out that assessment requires two things: evidence and standards or scales.” (Gray et al. 2005 p50)
This statement has two key points: evidence and standards or scales, again for me this is fundamental. Learners need to be sure that the assessment of their work will be marked to the standard set by the awarding body and meet and evidence transferred over the Qualification from work.
The principles of assessment means the assessment that is being taken must test genuine skills or knowledge, instead of just proving that students can learn by rote or just apply “test-taking skills” on the day.
Wilson (2008) suggests the following acronym regarding the practice of assessment:
• Consistent - the same test for everyone
• Accessible – no barriers to testing should be present
• Detailed – the test cannot and should not be vague
• Earned – is achieved with rigour and respect
• Transparent – the assessment process should be open to scrutiny and verification
In this author’s opinion these principles should be applied to all assessments. For our
The word ‘assess’ is a verb meaning to measure: evaluate or estimate the nature, quality, ability, extent, or significance of. (http://wordnet.princenton.edu/perl/webwn 2011) This in itself when thinking in terms of teaching implies it is something done with a learner or learners and not the learners themselves.
“The evidence used in evaluation may include measurements of learning achievement. To do that we must have reliable and valid methods of assessment”. (Minton 1991 p 183)
This is stating that assessment must be reliable and valid, this for me is fundamental. All learners have to be sure that any assessment given to them is going to be sufficient to meet the learning outcomes set so they can get the accreditation they are studying for in my case the learners are studying for the ‘Preparing to Teach in the Lifelong Learning Sector (PTLLS) Award.
“Ecclestone (1996) points out that assessment requires two things: evidence and standards or scales.” (Gray et al. 2005 p50)
This statement has two key points: evidence and standards or scales, again for me this is fundamental. Learners need to be sure that the assessment of their work will be marked to the standard set by the awarding body and meet and evidence transferred over the Qualification from work.
The principles of assessment means the assessment that is being taken must test genuine skills or knowledge, instead of just proving that students can learn by rote or just apply “test-taking skills” on the day.
Wilson (2008) suggests the following acronym regarding the practice of assessment:
• Consistent - the same test for everyone
• Accessible – no barriers to testing should be present
• Detailed – the test cannot and should not be vague
• Earned – is achieved with rigour and respect
• Transparent – the assessment process should be open to scrutiny and verification
In this author’s opinion these principles should be applied to all assessments. For our
Bibliography: Minton D (1991) Teaching Skills in Further Education. MacMillan Press Ltd. Gray, D., C. Griffin and T. Nasta (2005) Training to Teach in Further and Adult Education, 2nd ed. Cheltenham: Stanley Thornes Wilson. L (2009), Practical Teaching. A guide to PTLLS & DTLLS, Delmar Cengage Learning Reece I and Walker S (2003) 5th Ed Teaching, Training and Learning. A Practical Guide. Business Education Publishers Ltd. Smith john BTEC National Diploma Assignment unit 7 www.edexcel.org.uk/home (last accessed January 20129) WordNet, (2011), A lexical database for English, Available from http://wordnet.princenton.edu/perl/webwn Assessed 18 May 2011 Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education.