Understanding the Principles and Practices of Assessment
unit 01
UNDERSTANDING THE principles and practices of assessment
D/601/5313
mohammad aziz hasan
7/10/2011 | 1. UNDERSTAND LEGAL AND GOOD PRACTICE REQUIRMENTS IN RELATION TO ASSESSMENT |
1.1 Functions of assessment in learning and development
Assessment
Assessment can be defined as the systematic gathering of information regarding the knowledge and ability of learners which enables learners to obtain feedback on the quality of their learning and enables teachers or assessors to evaluate the effectiveness of their teaching/assessment.
In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by collecting feedbacks. Hence Assessment is an ongoing process and it can be carried out in different stages or different times of a course or apprenticeship programme. Assessment also contributes to evaluating the strengths and weaknesses of a course or apprenticeship programme and improving the quality of learning delivery.
Assessing plays a big role in learning and development. This includes ensuring a learner is on the right course that is appropriate and suitable. For Example, during Initial Assessment, I got to understand and knew the level, skills and ability of my learners which will allow me to advise them on a more suitable solution that meets their needs. Assessment also ensures that skills and ability are measured using a set criteria and can be comparable across the nation in cases of vocational qualifications. This is particularly important in these days of performance indicators and targets.
There are various stages of Assessment:
Figure 1.1: Assessment Process
Initial Assessment:
Initial assessment is carried out at the beginning of the course to determine the level of learners and their need and is often used to help place learners in appropriate learning programmes. It can be performed by the enrolment
UNDERSTANDING THE principles and practices of assessment
D/601/5313
mohammad aziz hasan
7/10/2011 | 1. UNDERSTAND LEGAL AND GOOD PRACTICE REQUIRMENTS IN RELATION TO ASSESSMENT |
1.1 Functions of assessment in learning and development
Assessment
Assessment can be defined as the systematic gathering of information regarding the knowledge and ability of learners which enables learners to obtain feedback on the quality of their learning and enables teachers or assessors to evaluate the effectiveness of their teaching/assessment.
In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by collecting feedbacks. Hence Assessment is an ongoing process and it can be carried out in different stages or different times of a course or apprenticeship programme. Assessment also contributes to evaluating the strengths and weaknesses of a course or apprenticeship programme and improving the quality of learning delivery.
Assessing plays a big role in learning and development. This includes ensuring a learner is on the right course that is appropriate and suitable. For Example, during Initial Assessment, I got to understand and knew the level, skills and ability of my learners which will allow me to advise them on a more suitable solution that meets their needs. Assessment also ensures that skills and ability are measured using a set criteria and can be comparable across the nation in cases of vocational qualifications. This is particularly important in these days of performance indicators and targets.
There are various stages of Assessment:
Figure 1.1: Assessment Process
Initial Assessment:
Initial assessment is carried out at the beginning of the course to determine the level of learners and their need and is often used to help place learners in appropriate learning programmes. It can be performed by the enrolment
References: Butler, R. (1988) Enhancing and undermining intrinsic motivation: effects of task involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology 56 (51–63). Gravells, A. (2009) Principles and Practice of Assessment in the Lifelong Learning Sector Published by Learning Matters Limited. Coffield, F. (2008) Just Suppose Teaching and Learning Became the First Priority. London: LSN. Petty, G (2004), Teaching Today, Third Edition Quality Assurance Agency (2006) Code of Practice for the Assurance of Academic Qualifications and Curriculum Authority (2006) NVQ Code of Practice. London: Wolf, A Vigilinx, “Security Assessment Methodology”. 2001, http://www.vigilinx.com/pdf/50722_White_Paper-SAM.pdf [Accessed 10/10/2011]