Assessment presentation - Louise Reed

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Task B - Assignment 301 - Understanding the principles and practices of assessment

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Assessment presentation - Louise Reed

  1. 1. Understanding the Principles and Practices of Assessment Presentation - Louise Reed
  2. 2. Objectives • The key concepts and principles of assessment • The responsibilities of the assessor • Key factors in planning holistic assessment • Validity, authenticity, currency and sufficiency of evidence
  3. 3. Key concepts and principles of assessment as·sess·ment   / sesm nt/əˈ ə Noun The evaluation or estimation of the nature, quality, or ability of someone or something: "the assessment of educational needs". Assessment is the tool used to help both the teacher and learner gauge progress on a course. Decisions are based on criteria, set by the awarding body. Criteria should be clear to all learners and assessors.
  4. 4. Assessment should be: • valid, reliable and fair; as such it should involve a variety of methods . groupgroup workwork groupgroup workwork observationsobservationsobservationsobservations peerpeerpeerpeer demonstrationdemonstrationdemonstrationdemonstration examexamexamexam portfoliportfoli oo portfoliportfoli oo rolerole playplay rolerole playplay presentationpresentationpresentationpresentation recordingrecordingrecordingrecording reportreportreportreport
  5. 5. It should also be: • made clear what is expected in order to meet criteria requirements
  6. 6. Responsibilities of the Assessor • Plan and deliver workshops and activities to the requirements of the awarding body & meeting the needs of learners • Observe and assess candidates in the workplace • Provide feedback and advice • Keep accurate records • Sign off the candidate when criteria has been met
  7. 7. Meeting learners needs • Do not discriminate • Consider learning disabilities and needs • Consider any ethnical requirements • Consider working schedule of learners • Be consistent and professional • Maintain standards for the College and Awarding Body
  8. 8. Another thing Assessors should maintain credibility and relevance by keeping up with CPD
  9. 9. Planning Holistic Assessment A holistic approach to assessment enables the teacher to see an overall picture of the progress of the student. It gives the student a number of ways in which to demonstrate their understanding and can suit all learning types.
  10. 10. Points to consider • Planning to meet learning criteria • Reliability of assessment methods • Location and resources • Good communication for all involved • Learner’s awareness of criteria being assessed and giving timely feedback
  11. 11. Judging evidence • Assessments needs to be valid • They should assess what they are intended to assess in terms of the Learning Outcomes or criteria set. • Criteria should be made clear to all involved.
  12. 12. Authentic • In a vocational context, assignments should reflect practice in the industry.This is where a good industry knowledge is essential. • Authentic also means that all work submitted by the student - should be their own. Initial and formative assessment helps understand ability.
  13. 13. Current • For assessment to be current it has to take place during the course and in a given time frame. • It is possible to assess prior knowledge through witness statements, as long as they are reliable.
  14. 14. Reliable • Assessors must follow college and Awarding Body’s regulations to make the training and qualification reliable. • Industry knowledge is a huge advantage and some courses may insist on it. • There must be suitable resources to deliver the course • The qualification must be awarded by a recognised Body such as City and Guilds.
  15. 15. Fairness • The assessment must be fair and able to be achieved by all. • There should be a range of assessment methods • Learning support or adapted resources • No bias towards learners • Consistent, timely and constructive feedback should be given
  16. 16. Sufficient evidence • Is there enough evidence to be sufficient? • Guidelines on assessment methods from Awarding Bodies should be followed • Tasks should relate to criteria and be clearly achieved • Assessment decisions must be recorded and verified

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