Review a Range of Assessments Methods
Review a range of assessments methods by Clare Arnold
Without some kind of assessment then you will find it difficult to measure whether learning has taken place or not. The reasons for assessing is to find out if someone is capable of doing a course at a particular level or to see if they are ready to go on to the next level due to the higher level of work required.
“Assessment is the process of obtaining information about how much the student knows and evaluation involves using that information to form judgements which, in turn, are to be used in decision making” (Ian Reece, Stephen Walker chapter 6)
There are a number of assessment methods used and used in different contexts. Different types of courses require different types of assessments.
Initial/ Diagnostic Assessment; this is usually done at the start, before someone is about to undertake a course or qualification. As you need to know what they know already about the chosen subject to learn. This then gives you an idea of what level you can place them at. It is an evaluation of a person’s strengths and weaknesses, knowledge and skills. Independent Assessment is an objective view by someone who is from outside the organisation (Independent governing body), who comes into the course (usually towards the end) and makes a decision on the students achievement. Formative Assessment- as a Business and Enterprise Manager this on going assessment is used and allows the student to improve and I can monitor and observe them in practical’s on a regular basis. Allowing regular feedback on what they need to improve on.
‘The main use of assessments for teachers is the on going or formative assessment”( Geoffrey Petty 1998 p401).
Summative Assessments are usually done at the end of the course of learning. Students will then know if they have passed or failed in their bid to gain the qualification or referred to re-do part of the course. Observational assessment allows the tutor
Without some kind of assessment then you will find it difficult to measure whether learning has taken place or not. The reasons for assessing is to find out if someone is capable of doing a course at a particular level or to see if they are ready to go on to the next level due to the higher level of work required.
“Assessment is the process of obtaining information about how much the student knows and evaluation involves using that information to form judgements which, in turn, are to be used in decision making” (Ian Reece, Stephen Walker chapter 6)
There are a number of assessment methods used and used in different contexts. Different types of courses require different types of assessments.
Initial/ Diagnostic Assessment; this is usually done at the start, before someone is about to undertake a course or qualification. As you need to know what they know already about the chosen subject to learn. This then gives you an idea of what level you can place them at. It is an evaluation of a person’s strengths and weaknesses, knowledge and skills. Independent Assessment is an objective view by someone who is from outside the organisation (Independent governing body), who comes into the course (usually towards the end) and makes a decision on the students achievement. Formative Assessment- as a Business and Enterprise Manager this on going assessment is used and allows the student to improve and I can monitor and observe them in practical’s on a regular basis. Allowing regular feedback on what they need to improve on.
‘The main use of assessments for teachers is the on going or formative assessment”( Geoffrey Petty 1998 p401).
Summative Assessments are usually done at the end of the course of learning. Students will then know if they have passed or failed in their bid to gain the qualification or referred to re-do part of the course. Observational assessment allows the tutor
Bibliography: Ian Reece, Stephen Walker (2007) Preparing Teaching Training and Learning , 6th Edition Geoffrey Petty (1998) Teaching Today, 2nd Edition. Word count 654