Principles and practice of assessment Introduction; Assessment is viewed as a critical part of teaching and learning to ensure that the required outcomes and criteria for the qualification are achieved by both the tutor and the student. Assessment is the means of obtaining information‚ which allows teachers‚ pupils and parents to make judgements about pupil progress. The starting point for this is the curriculum and the processes of learning and teaching. Assessment is a tool for reflection
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the functions of assessment in learning and development During the initial assessment‚ the assessor must introduce themselves to the learner and ensure that they understand what the course is. The assessor must explain all the units to the learner ad support them in choosing the most suitable units. The assessor and the candidate must then decide on an assessment plan. This will include setting dates and times to meet with the learner‚ as well as agreeing on the best assessment methods to use
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Quality Assessment Before identifying what a quality assessment is‚ one must understand what assessment means. To assess you must identify the purpose of the assessment‚ explain its targets‚ knowing the aim for the assessment is crucial as this determines what the assessment looks like‚ how it is administered and marked‚ and how the outcome will be used. Scherer indicates that there is an over emphasis on test scores‚ and that multiple measures need to be used to achieve quality assessment. McMillan
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Assessment is the name given to the process of checking that learning has taken place. It is also a way of teachers knowing that their sessions with a learner have been effective. Assessment is the process by which evidence of a student’s achievement is obtained or judged‚ therefore in order to assess someone a standard must be set at various levels. This may be a criteria or syllabus from an awarding body or simply fulfilling the goals of a learners individual need for a short non-accredited course
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2.1 It is important to take a balanced approach to risk assessments. Children learn by seeing risks and knowing what to do next time to avoid these. Children are growing around lots of risks and hazards and dangers we cant keep them away from them all so helping them learn about them will improve there knowledge if the do come across one. If we are restricting them from these we may be restricting their learning. However a child should learn how to cool down their food by being shown not by being
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learners in the assessment process My sector of learning is manufacturing and I trained staff to achieve operational skills within my organisation. As a teacher/trainer I will first of all go through an initial assessment‚ which provides the information to decide their starting points. In this way I will be able to measure their achievement and progress. I would also be able to identify my individual student needs and learning style (VAK). Secondly‚ I will do a diagnostic assessment which would help
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There are different types of assessment they are formative‚ summative‚ self-assessment‚ peer assessment‚ formal and informal assessment to assess the students‚ but I use theory‚ depend on what I want the assessment to accomplish. Gravells (2009: p7) states‚ “Assessment is a regular process: it might not always be formalised‚ but you will be noticing what your students are doing‚ asking them questions‚ and go over their progress”. Though‚ effective assessment should take account of different learning
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Study Project by ED5553 – Assessment-Based Reading Instruction Winter‚ 2012 Table of Contents Introduction Description of the Student Background Information PART 1: Administration of Assessments DIBELS: A Universal Assessment Battery Description and Purpose of the Assessment Setting for the Assessment Description of the Assessment Administration Process Results of the Assessment Analysis of the Assessment Results Running Records
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variety of assessments to gather data on student progress toward goals‚ it is equally important that each of those assessments be performed with purpose and fidelity (Heeneman‚ Oudkerk Pool‚ Schuwirth‚ Vleuten‚ & Driessen‚ 2015). Thus‚ the creation of a leader’s assessment philosophy statement based upon sound theories in psychological‚ sociological‚ political‚ and philosophical areas can guide him toward meaningful interaction that informs instruction and improves student outcomes. Assessment Philosophy
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1.1 Explain the function of assessment in learning and development The function of assessment in learning and development is primarily to provide evidence that a learner/student is making progress within their chosen qualification. The purpose of most forms of assessment is to be able to confirm and record how much progression an individual learner has achieved. Assessments are carried out to ensure that learning has taken place. An assessment should measure the learner’s knowledge and skills in
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