This is a copy of my resources for Unit £ enabling Learning and Assessment on the DTLLS course. Enjoy

1. Unit 3: DTLLS
Enabling Learning and Assessment
Week 1: Introduction to Unit
Session (15) 23/03/2012
Aims of the Unit ~ to enable learners to:
Assess the outcomes of learning and learner achievement
Reflect, justify and evaluate own assessment practices
Demonstrate knowledge and application of the minimum core specifications in
context

2. Unit 3: DTLLS
Enabling Learning and Assessment
6-Week Scheme of Work
Session Objectives/learning outcomes Indicative content Assessment
The learner will:
1 State the aims and outcomes of Introduction to the aims and outcomes of
the unit. the unit.
1 Theories, principles and the Key concepts, theories and principles of Activity
applications of formal and different types of assessment methods
informal assessments and their and functions for all aspects of the
role in learning and evaluation. assessment process
2 The implications of equality and The impact of equality and diversity Research, activity
diversity issues in assessment for within the assessment of learning.
teachers and learners Access to assessment opportunity.
APEL systems and procedures.
The role of assessment within evaluation
and quality processes.
3 Demonstrate how to plan, design The importance of setting SMART Observation, activity
and conduct formal and informal targets to enable learners’ progress to be
assessment to enable learning and reviewed, monitored, evaluated, reported
progression and recorded.
Consider the implications of setting
SMART targets within competence and
non-competence based models of
assessment.
4 Demonstrate how to give Theories and principles of assessment Research, lesson
effective feedback to promote linked to feedback. observation
learner progress and Appropriate and effective methods of
achievement. giving feedback.
5 How to apply minimum core How to embed minimum core Activity
specifications. specification in literacy, numeracy and
ICT in context.
6 Demonstrate how to evaluate and Application of theories and principles of Journal, activity
improve own assessment assessment to improve own practice and
practice. inform professional development.
Methods of evaluating own performance
when assessing learners.
7 Complete assessment criteria See page 3, assessments 1-4 Various

3. Unit 3: DTLLS
Enabling Learning and Assessment
How will you be assessed?
DTLLS Unit 3 Enabling Learning and Assessment
Level 4 Assignment
City and Guilds instructions to What you need to do
candidates
1. Describe, use and evaluate two  Choose 2 assessment methods that are suitable for use
different assessment activities used with your group and your topics and make notes on why
to check the learning of either you have chosen them, how you will use them and what
individuals or a group of learners. you are using them to check.
 Use the 2 methods and show this in your session plan.
2. Analyze the purpose of assessment
Record the results.
and produce a written justification
of your chosen assessment methods
 Make notes, evaluating the methods: how well they
(800 words).
worked, any weaknesses, and any adjustments you
would make next time.
 Using all the notes from above, compose a written piece
of 800 words fully referenced to theory, explaining the
purpose of your assessments, a full description of your
methods, the results they gave you and your evaluation
of the methods.
Tummons J (2005) Assessing Learning in FE Exeter:
Learning Matters is helpful on assessment.
3. Using an extract from your Teaching  Use an event or events from your teaching practice,
Practice Portfolio, write and reflect cross referenced to a session plan(s) to write in detail
on about how you gave feedback to a learner and what
effect this has had on their performance and learning.
a) How your feedback has Consider good practice in giving feedback.
informed your learners’
progress and achievement; and Geoff Petty’s Teaching Today‟ or Evidence Based Teaching
or www.GeoffPetty.com are particularly helpful on this.
 Again, use an event or events from your teaching
b) How feedback from others has
practice, cross referenced to a session plan(s) to write in
informed your own professional
detail about how feedback from others (learners,
practice.
colleagues, your observer) encouraged you to reflect on
and change your own practice and what effect this has
had.
Johari’s Window may be a useful model to consider.

4. Unit 3: DTLLS
Enabling Learning and Assessment
Overview of session 15
Session 14 (22/03/2012)
Objectives for today’s session
Clarify the aims and objectives of Unit (3) ELA
Clarify the assessment criteria necessary to pass unit (3)
Outline the theory behind assessment of and assessment for learning
Discuss the various different assessment methods used on vocational
and academic programme
Evaluate the effectiveness of formative and summative assessment
Programme for today’s session
General Introduction and overview of Unit (3)
Share objectives
Theory
Practical application of theory
Review of session / evaluation forms
Takeaway tasks and further reading
Takeaway tasks
Write a reflective journal which addresses assessment task 1 / 2
Review at least one of the articles below and come prepared to engage in a discussion on
how equality and diversity should be considered when setting assessments
Start to collect evidence of the ways in which you assess your learners
Additional resources / websites
Formative and summative assessment
http://www.edfac.unimelb.edu.au/research/resources/student_res/postscriptfiles/Ziad_
Baroudi.pdf
http://amec.glp.net/c/document_library/get_file?p_l_id=844072&folderId=754745&n
ame=DLFE-20967.pdf
E&D and Assessment
http://tlp.excellencegateway.org.uk/tlp/pedagogy/assets/documents/qs_equality_diver
sity.pdf

5. Unit 3: DTLLS
Enabling Learning and Assessment
Definitions of assessment
Defining assessment: In pairs or small groups, devise a definition of assessment.
Draw upon your own experiences in the classroom
Insert your definition here…

6. Unit 3: DTLLS
Enabling Learning and Assessment
What the literature says…
„Promoting children‟s learning is a principal aim of schools [and colleges]. Assessment lies
at the heart of this process. It can provide a framework in which educational objectives may
be set and pupils‟ progress charted and expressed. It can yield a basis for planning the next
steps in response to children‟s needs ... it should be an integral part of the educational
process, continually providing both “feedback” and “feed forward”1.
It therefore needs to be incorporated systematically into teaching strategies and practices at
all levels.’
„Overall, the purpose of assessment is to improve standards, not merely to measure them.
Although the quality of formative assessment has improved perceptibly, it continues to be a
weakness in many schools.‟2
“Assessment is the process of gathering and discussing information from multiple and diverse
sources in order to develop a deep understanding of what students know, understand, and can
do with their knowledge as a result of their educational experiences; the process culminates
when assessment results are used to improve subsequent learning.” 3
Brown et al. (1994) make the following observation:
There is increasing acceptance that it [assessment] is at least in part to do with preparation
for later life and work beyond academia. This recognition has brought with it a gathering
momentum for a shift in emphasis from the acquisition of knowledge to the acquisition of
skills, from product to process, from grading to competence. 4
Key terminology linked to the definitions of assessment
1
National Curriculum Task Group on Assessment and Testing (TGAT): A Report, 1988)
2
Review of Secondary Education in England, 1993 – 1997, OFSTED 1998, Section 5.6
3
Palomba, C.A. & Banta, T.W. Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education.
San Francisco: Jossey-Bass, 1999, p. 4
4
Brown, S., Rust, C. and Gibbs, G. (1994) Strategies for Diversifying Assessment, Oxford Centre for Staff Development, Oxford

7. Unit 3: DTLLS
Enabling Learning and Assessment
Methods of assessment
There are a wealth of assessment methods used to assess learner’s achievement and progress.
But the question is which one to choose? The primary goal is to choose a method that most
effectively assesses the objectives of the unit of study, for instance, Pass criteria, examination
questions or practical assessments. In addition, the assessment task should be aligned to the
wider objectives of the curriculum, including the development of critical thinking skills and
employability.
When designing an assessment you will need one eye on the immediate task, but also, the
broader aim of the program. You should think particularly carefully about the qualities or
abilities you are trying to engender5.
5
Lee Dunn, 27 June 2002. First published in 2000 on the OCSLD website at: http://www.brookes.ac.uk/ services/ocsd/
2_learntch/

8. In groups, devise a list of 10 assessment methods that you use to assess your learners
progress. Fill in the right hand box that indicates why you have chosen to assess the
learners in that way.
Assessment method Why have you chosen this method of assessment
1 Questioning techniques Consolidate knowledge / check understanding / support / stretch and
challenge / build confidence / inclusion / differentiation /
2
3
4
5
6
7
8
9
10

9. Unit 3: DTLLS
Enabling Learning and Assessment
Effects on learner outcomes
Learner progress can be influenced by a number of factors including methods of assessment, the
environment and internal motivation. Rank from 1 to 10 which of the following strategies is likely to
have the biggest impact upon learner progress. No 1 is the one that will have the greatest effect.
Walberg, H. Improving the productivity of America’s schools 6
Strategy Rank (1-10) Discussion
Assigned homework
Home interventions
Instructional time
Graded homework
Class morale
Higher-order questions
Personalized instruction
Cooperative learning
Cues and feedback
Reinforcement
6
Source: Data from Herbert Walberg, “Improving the Productivity of America’s Schools,” Educational
Leadership, 41, no. 8 (1984): 24. (Borg & Meredith, 1989)

10. Unit 3: DTLLS
Enabling Learning and Assessment
Types of assessment method
Most of us are familiar with the terms formative and summative assessment. We assess our
learners in a variety of ways but not always with the desired effect. We can sometimes assess
for assessment sake and as a consequence, learner progress may not be as swift as we would
like. Formative and summative assessments are a critical part of planning for learning and are
central to writing an effective scheme of work (c.f., session 5 from Hazel Budd)
In this short section we will:
Define formative and summative assessment
Evaluate the differences between the two
Review the effectiveness of various types of assessment
Analyse the difference between assessment and evaluation
Define formative and summative assessments
Formative Summative
Differences between the two

11. Unit 3: DTLLS
Enabling Learning and Assessment
Types of assessment method (2)
Formative Assessment
Formative assessment is often done at the beginning or during a program, thus providing the
opportunity for immediate evidence for student learning in a particular course or at a
particular point in a program. Classroom assessment is one of the most common formative
assessment techniques. The purpose of this technique is to improve quality of student learning
and should not be evaluative or involve grading students. This can also lead to curricular
modifications when specific courses have not met the student learning outcomes. Classroom
assessment can also provide important program information when multiple sections of a
course are taught because it enables programs to examine if the learning goals and objectives
are met in all sections of the course. It also can improve instructional quality by engaging the
faculty in the design and practice of the course goals and objectives and the course impact on
the program.
Summative Assessment7
Summative assessment is comprehensive in nature, provides accountability and is used to
check the level of learning at the end of the program. For example, if upon completion of a
program students will have the knowledge to pass an accreditation test, taking the test would
be summative in nature since it is based on the cumulative learning experience. Program goals
and objectives often reflect the cumulative nature of the learning that takes place in a program.
Thus the program would conduct summative assessment at the end of the program to ensure
students have met the program goals and objectives. Attention should be given to using
various methods and measures in order to have a comprehensive plan. Ultimately, the
foundation for an assessment plan is to collect summative assessment data and this type of
data can stand-alone. Formative assessment data, however, can contribute to a comprehensive
assessment plan by enabling faculty to identify particular points in a program to assess
learning (i.e., entry into a program, before or after an internship experience, impact of specific
courses, etc.) and monitor the progress being made towards achieving learning outcomes.
Thinking point
When assessment at the classroom level balances formative and summative assessment, a
clear picture emerges of where a student is relative to learning targets and standards. Students
should be able to share information about their own learning.
To what extent to you encourage your learners to reflect upon their own progress?
7
Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.). San
Francisco: Jossey-Bass.

12. Unit 3: DTLLS
Enabling Learning and Assessment
Application of assessments methods (3)
Review various types of assessment method (formative and summative)
1) Decide whether the assessment it is formative (f), summative (s) or both (b)
2) Evaluative how effective the assessment method is with your own learners where 10 is most
effective and 1 the least
Type of assessment F S B (1-10)
Question and Answer in the lesson
Presentation (may be peer-assessed and/or tutor-assessed)
Final examination
Portfolio
Exhibition
Short Tests and Quizzes
Practical assessment
Oral examinations
Interview
Open Book or Take-Away exam
Homework Exercises
Observation of Performance
Multiple Choice Test in controlled conditions (paper-based)
Skills Assessment using Formal Assessment Criteria
Seen exam paper in controlled conditions
Assignments
Projects
Unseen Examination in controlled conditions
Exercises with Short, Extended or Multiple-choice Answers
Simulations, Business Games
Other

13. Merits and de-merits of formative and summative assessment
"You have to begin to weigh formative versus summative assessment." Rick Wormeli, author
of Fair Isn't Always Equal and Differentiation, explains the difference between the two and
how formative assessment helps you offer better feedback to your students.
Insert your notes here…
Discussion notes

14. Unit 3: DTLLS
Enabling Learning and Assessment
Evaluate the effectiveness of assessment
Please evaluate the extent to which your assessment methods do, or do not, promote
the following skills:
Learning objectives
Do your assessment
methods promote this
Skill area
skill? Yes/No/A
little/Other
Knowledge of principles or theories
Analytical skills
Problem solving under pressure, breadth and depth of understanding of
complex problems
Written communication skills
Writing well-presented and structured reports and essays
Interpersonal skills
Ability to work with others, demonstrating management and leadership skills
IT skills
Skill in using basic computer packages – word processing, spreadsheets,
PowerPoint; using the web to research information
Independence
Autonomy, self-reliance, self-motivation
Flexibility and resourcefulness
Ability to respond to unusual and unpredictable circumstances
Strategic thinking skills
Ability to determine own strategy and direction, self-knowledge and self-
monitoring of effectiveness
Research skills
Finding out, using libraries, finding sources of information
Organisation skills
Managing time and deadlines – organising material
Practical skills
The development of practical skills linked to the workplace
Thinking point
Returning to your original definition of assessment, to what extent do you actively promote
the wider skills development of your learners. Are you driven by success rates, targets,
MAGs, CAGs or value added?

15. Unit 3: DTLLS
Enabling Learning and Assessment
Types of assessment method (4)
Analyse the difference between assessment and evaluation
Assessment is a process used to improve a performance or outcome. Evaluation is a process
used to determine the quality of a performance or outcome and to make decisions based on the
quality. Both processes can be formative (undertaken while an educational process is ongoing)
or summative (taken at the conclusion of an educational process).
Before starting either assessment or evaluation it is essential for instructors to clarify the
purpose of the process. It is then critical to communicate this purpose to everyone involved
and to establish whether this will be conducted as assessment or evaluation.
Interested in learning more, click on
the QR code of follow the link
below
http://q.cx/3NLYF

16. Reflection (1)
Black and William (1998) recommend: "Frequent short tests are better than infrequent long ones."
Do you agree? Why or why not?
Reflection (2)
How will I share What will I do
my new skills next?
What will be the
How will I do
impact on the
it?
learner
When will I do
it?
Next week
Equality and diversity and links with assessment

17. Further reading for next week: Here are two excellent articles of formative and summative assessments
Post-Script: Postgraduate Journal of Education Research, Vol. 8(1), August 2007, pp. 37-48
To assess follow this link
http://www.edfac.unimelb.edu.au/research/resources/student_res/postscriptfiles/Ziad_Baroudi.pdf
Formative and summative assessment
http://amec.glp.net/c/document_library/get_file?p_l_id=844072&folderId=754745&name=DLFE-
20967.pdf
Further reading for next week: Links between E&D and assessment
LSIS (2009): Ten pedagogy approaches – equality and diversity quick start guide
http://tlp.excellencegateway.org.uk/tlp/pedagogy/assets/documents/qs_equality_diversity.pdf

18. Unit 3: DTLLS
Enabling Learning and Assessment
Effects on learner outcomes (answers)
Learner progress can be influenced by a number of factors including methods of assessment, the
environment and internal motivation. Rank from 1 to 10 which of the following strategies is likely to
have the biggest impact upon learner progress. No 1 is the one that will have the greatest effect.
Walberg, H. Improving the productivity of America’s schools 8
Strategy Rank (1-10) Discussion
Assigned homework 10
Home interventions 7
Instructional time 8
Graded homework 3
Class morale 5
Higher-order questions 9
Personalized instruction 6
Cooperative learning 4
Cues and feedback 2
Reinforcement 1
8
Source: Data from Herbert Walberg, “Improving the Productivity of America’s Schools,” Educational Leadership, 41, no. 8
(1984): 24. (Borg & Meredith, 1989)