This is a presentation I created on assessment as part of a teacher training course

1. 1406
Enabling Learning and Assessment
Item 1
By Charlotte Bell

2. FORMAL AND INFORMAL
STRATEGIES USED IN MY TEACHING
My subject specialism is information technology

3. Formal Assessment
The most formal assessment strategy I use is the
summative assessment at the end of each unit. As
my subject specialism is very practical, learners
need to be able to demonstrate various criteria in
order to prove that they possess the relevant
knowledge and skills to pass the unit. I have to
make judgements on the assignment and decide
whether they have met all the criteria. Each learner
has two opportunities to pass the assignment; if
they don’t achieve first time then I give them
motivational feedback about where they went
wrong and allow them to correct their mistakes.

4. “The output of assessment is ‘evidence’; evidence is the
confirmation that assessment has occurred and the way
it is proven” (Wilson, 2009, p267)

5. Initial Assessment
• The initial assessment for my course is done
formally as it is used to stream the groups so
the learners are placed with others of similar
ability.
• It is a short online quiz that is done
individually which indicates the learners prior
knowledge in each topic.
• A more informal ‘skills audit’ is also provided
as a cross-reference where the learners can
self-assess their abilities.

6. Informal Assessment
• The majority of assessment within my
teaching is informal and formative. I have
found that there are lots of informal strategies
that work well in assessing:

7. Informal Assessment
• A useful start to a
topic is to gauge
the learners
previous
experience.
• One way I like to
do this is to use
Padlet an online
wall where you
can add ‘post-its’.

8. Peer and Self-Assessment
• Peer and self-
assessment is a great
way of increasing
confidence as well as
developing essential
evaluation and
feedback skills.
• “Pupils reflection about
their own understanding
can also be used to
inform future teaching –
their feedback can
indicate where more
time needs to be spent
on some topics and
where is can be saved on
others”
(Black et al, 2002, p11-12)

9. Peer and Self-assessment
• As my subject has a lot of
terminology a technique I like to
use is questions on folded
coloured paper
– Different colours represent topics
– I use lighter and darker shades to
differentiate between higher and
lower level questions on that topic
• I get the students to pick a
question, answer it and then
pass it back
• The students then pick again
from the pile and assess whether
they agree with the answer or
whether they want to add
something

10. Advantages
• Formal Assessment
– Gives learners a goal to aim
for and focus on
– Useful for providing grades or
target grades in mock
assessments
– Gives a clear account of the
learners strengths and areas
for improvement
– Allows me to give formal
feedback on what they need
to do to improve
– Learners can have a second
opinion on assessment via
internal or external
verification
• Informal Assessment
– Allows me to continuously
assess learners and see up to
date results of their progress
– Allows me to see any
common misunderstandings
and address them in my
planning
– Allows for creativity with
criteria to provide better
‘stickability’
– Can be tailored for individual
learners needs
– Can allow students to learn
independently or receive
tutor/peer support

11. Disadvantages
• Formal Assessment
– Learners can feel under
pressure and not
perform well
– It does not always
provide a true
representation of
current skills
– Can be demotivating if
learners perform poorly
• Informal Assessment
– Some students can be
unwilling to participate in
group work or
demonstrations
– Learners might not put
their full effort in or take
an activity seriously
– Some students may
dominate discussions or
monopolise the tutors
time leading to other
students missing out

12. PRINCIPLES OF ASSESSMENT

13. Validity
• My summative
assessments are valid as
they measure a set of
skills specified on a
checklist which can be
demonstrated and/or
observed.
• Similarly, formative
assessment can be
validated through
structured observations.
“A valid assessment
method is one which tests
whether the aims and
objectives of a learning
experience have been
achieved” (Armitage et al,
2012, p163)

14. Reliability
• Reliability involves the same
assessment producing the
same results with different
learners in different situations.
• Formally, reliability can be
ensured by marking against
the set criteria and through
internal verification.
• Informally, it is more of a
challenge.
• One example of this is when I
tasked my learners with
creating a logo.
• Everyone grasped the
techniques involved in
changing the design and
layering, however one learner
made theirs very large over
the whole page.
• As logos are generally small
and the next task was to use it
as a letter header I had to
explain their mistake.
• I could have provided context
via an demonstration or
discussion so all learners are
clear on what is expected.

15. Authenticity
• How closely does the
assessment mirror the real
world?
• It would not be authentic for
me to give out an assessment
without first explaining the
context in which it can be
applied in real life situations.
• Furthermore, it would be
unfair to assess IT work
without providing a computer.
• How can you check that work
is original and the learners
own work?
• Plagiarism can be an issue
with authenticity, however
formal assessments in my
subject specialism must be
done in college and
individually. Therefore there
are few issues for me.
• Informally it is up to me as the
tutor to continuously assess by
asking questions to ensure the
learners understand.

16. Sufficiency
• I have to make sure that
the tasks and activities I
use provide evidence that
the outcomes have been
met.
• I do this by using the
criteria as a base and
create my activities
around it.
• This also allows me to add
extra useful information
for the learners that need
to be stretched.

17. Fairness
• Every learner has to
have an equal chance of
a good and fair
assessment.
• This means I have to
take into account any
disabilities or
educational needs and
ensure I make
adjustments.

18. LEARNING THEORY AND
ASSESSMENT

19. Bloom
• Bloom’s taxonomy helps me
to provide learning
outcomes that gradually
progress through levels of
thought processes.
– Initially I will ask students to
remember and understand
previous topics and then
apply them to a task
– Afterwards they can analyse
and reflect on how they have
done and along with feedback
from me evaluate how the
skills can be used in a
different situation
– They can then put all they
have learnt into practice, and
create in a summative
assessment

20. Kolb
1. During workshops I
informally assess my learners
2. I then give them verbal
feedback to highlight any
areas for improvement
3. The learner and I can then
mutually agree what needs
to be done to improve their
assessment
4. The learner tries out the
improvements and applies
them to the summative
assessment
The cycle can then start again

21. Maslow
• In order for learners to
perform well in assessment
I first need to ensure I fulfil
their physiological and
safety needs by providing a
safe and positive learning
environment
• I can then boost their social
skills and self esteem with
formative assessment and
motivational feedback
• This provides them with the
skills to learn independently
and reach self-actualisation

22. ANALYSE THE SIGNIFICANCE OF
EQUALITY AND DIVERSITY ISSUES FOR
THE ASSESSMENT OF LEARNING IN
YOUR OWN PRACTICE.

23. Inclusivity
• It is important to ensure that
all my learners feel included. I
do this by taking into account
different learning styles and
providing a range of materials
to support learning.
• After I have demonstrated a
method the students are
invited to:
– have a go themselves
(kinaesthetic)
– if they are struggling then they
can go onto the college’s VLE
where I upload videos
(auditory)
– and instructional handouts
(visual).
• This is also useful for
differentiation; the students
who are less confident can
have access to the online
resources to assist them and
the more able learners have
access to extension activities
that will stretch and challenge
them further.

24. Educational Needs
• In order to ensure I meet the
needs of all learners I use a
group profile which includes
the student’s prior knowledge
in my subject along with any
educational needs that I need
to address. This informs my
planning.
• Knowing my learners and their
capabilities also enables me to
set individualised targets
which can be mutually agreed
upon.
• I had a student with epilepsy
so I was careful not to show
videos on the board and
instead put them online for
students to access individually.
• I had a student with dyslexia
so I reformatted her handouts
so that different topics were
separated and ensured I gave
her one to one support
whenever possible.

25. Diversity
• Learners often have
barriers; the most
common one in my group
is confidence due to being
out of education for some
time.
• I address this by giving
individual support and
checking on every learner
not just the learners who
ask for help.
• It is important that I find
ways to celebrate the
diverse nature of my
learners. I can do this by
referring to popular
culture they are
interested in.
• I also need to ensure that
my resources represent
all ages, genders and
ethnicities.

26. SUMMARISE THE DEVELOPMENTS
YOU INTEND TO MAKE IN YOUR
OWN ASSESSMENT PRACTICE.

27. • I will use a reflective cycle such as Kolb to look
back on what went well and what could be
developed to progress my assessment practice in
order to use them with different groups.
• I will ensue equality and diversity by further
differentiating and providing higher level tasks
that will stretch and challenge my learners.
– I can use Blooms taxonomy to assist with this using
learning outcomes that develop in difficulty.
• I will incorporate more self and peer assessment
into lessons as this gives students a further sense
of independence and confidence which will help
them in further study.
• Discover more ways to assess formatively using
technology such as online quiz games and
collaborative tools such as Padlet.

28. References
Armitage, et al (2012) Teaching and training in Lifelong
Learning. 4th edition. Maidenhead, Open University Press
Black, P et al (2002) Working inside the black box. London, GL
Assessment Limited
Bloom, B (1956) Bloom's Taxonomy [Online] Available from:
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonom
y.htm
Kolb, D (1984) Kolb – Learning Styles [Online] Available from:
http://www.simplypsychology.org/learning-kolb.html
[Accessed 26/12/13]
Maslow, A (1943) Hierarchy of Needs [Online] Available from:
http://www.simplypsychology.org/maslow.html
Wilson, L (2009) Practical teaching: A guide to PTLLS & DTLLS.
Andover, Cengage Learning