Understand theories, principles and applications of formal and informal assessment
1 Understand theories, principles and applications of formal and informal assessment
Introduction
In this assignment I will briefly discuss the various types of assessment available to myself as a teacher in the lifelong learning sector, highlighting some methods of assessment and their qualities and the involvement of IT as an assessment resource and learners in the assessment process.
There are primarily four different types of assessment used whilst teaching in the lifelong learning sector, all as crucial and relevant as each other; they are Initial assessment, Diagnostic assessment, Formative assessment and Summative assessment. Each ultimately may be conducted using any method of assessment loosely categorised into four different groups: Iinitial, diagnostic formative and summative as stated, objective and subjective, referencing (criterion-referenced, norm-referenced, and Ipsative) and finally informal and formal.
Indicative by title, the initial assessment is a gauge of the students’ ability to complete the required work and learning necessary to complete any particular course. It should take place before commencement of study and there are many ways in which this assessment can be carried out, for example via audition for students wishing to study music or other practical skill based discipline, or through tests, examination or even a simple interview where the proposed student can be asked about relevant experience learning and skills. Initial assessments are vital to help ensure that students are able to manage any learning challenges that may present themselves upon commencement of studying. They also help the teacher ascertain any ability differentiation between the students so that applicable grouping or referral strategies may be utilised. In IT, which is currently my area of focus, an accurate initial assessment is crucial in determining a candidates suitability for the prescribed course, without it, the challenges I will face
Introduction
In this assignment I will briefly discuss the various types of assessment available to myself as a teacher in the lifelong learning sector, highlighting some methods of assessment and their qualities and the involvement of IT as an assessment resource and learners in the assessment process.
There are primarily four different types of assessment used whilst teaching in the lifelong learning sector, all as crucial and relevant as each other; they are Initial assessment, Diagnostic assessment, Formative assessment and Summative assessment. Each ultimately may be conducted using any method of assessment loosely categorised into four different groups: Iinitial, diagnostic formative and summative as stated, objective and subjective, referencing (criterion-referenced, norm-referenced, and Ipsative) and finally informal and formal.
Indicative by title, the initial assessment is a gauge of the students’ ability to complete the required work and learning necessary to complete any particular course. It should take place before commencement of study and there are many ways in which this assessment can be carried out, for example via audition for students wishing to study music or other practical skill based discipline, or through tests, examination or even a simple interview where the proposed student can be asked about relevant experience learning and skills. Initial assessments are vital to help ensure that students are able to manage any learning challenges that may present themselves upon commencement of studying. They also help the teacher ascertain any ability differentiation between the students so that applicable grouping or referral strategies may be utilised. In IT, which is currently my area of focus, an accurate initial assessment is crucial in determining a candidates suitability for the prescribed course, without it, the challenges I will face
Bibliography: Marton, F. & Booth, S. (1997) Learning and Awareness. Mahwah, N. J.: Lawrence Erlbaum Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts. Noel Entwistle, University of Edinburgh. 2000. Blythe, T. and associates (1998). The Teaching for Understanding Guide. San Francisco: Jossey-Bass. Gravells, A (2011)Preparing to Teach in the Lifelong Learning Sector: The New Award Fifth edition, (Lifelong Learning Sector Series) (Kindle Locations 2077, 2128). SAGE Publications. Kindle Edition. Psychology Learning and Teaching, 3(2), 102-108, Involving students in assessment, Falchikov, N. 2002 http://www.heacademy.ac.uk/assets/documents/subjects/psychology/p20040519_falchikovpdf.pdf accessed on 10th February 2014