A1 Assessors Award: the Principles and Requirements of Assessment

Topics: Assessment, Evaluation, Educational psychology Pages: 12 (3668 words) Published: November 9, 2011
A1 Assessors Award 2011

Understand the principles and requirements of assessment
Assessment is used as a tool for marking and grading in a practical environment and can be used to motivate by on-going improvement of the task, creating learning opportunities and to give feedback. It also allows students the chance to work at their own speed to produce the best product, when it is felt that they are competent in the task to be assessed. This is measured against the tasks listed in aims and objectives of lesson plan and should, Help learners to achieve their full potential and enable learners to achieve the standard required for their course. Encourage learners to develop independent learning skills and identify any further support required so that this can be provided for learners as appropriate, also inform the setting of targets which help the learner to improve. Enable teachers to analyse learning and progress and evaluate the way courses are taught and managed, to aid continuous improvement and enable employers to evaluate the progress of their learners in relation to the goals of their organisation. Formative assessment should identify the positive achievements of each learner and the areas of their work that need to be improved and summative assessment should provide learners and teachers with an accurate view of the quality of learning outcomes and how these relate to standards set by the relevant awarding body.

1.2Principles of assessment
* The primary purpose of assessment is to improve student performance Good assessment is based on a vision of the kinds of learning we most value for students and how they might best achieve these. It sets out to measure what matters most. * Assessment should be based on an understanding of how students learn Assessment is most effective when it reflects the fact that learning is a complex process that is multi-dimensional, integrated and revealed in student performance over time. * Assessment should be an integral component of course design and not something to add afterwards The teaching and learning elements of each program should be designed in full knowledge of the sorts of assessment students will undertake, and vice versa, so that students can demonstrate what they have learned and see the results of their efforts. * Good assessment provides useful information to report credibly to parents on student achievement A variety of assessment methods provide teachers with evidence of what students know and can do, and their particular strengths and weaknesses. Lecturers/teachers can then report to parents on how far their child has progressed during the year, where they are compared to the relevant standards, and what the student, the parent and the teacher need do to improve the student's performance. * Good assessment requires clarity of purpose, goals, standards and criteria Assessment works best when it is based on clear statements of purpose and goals for the course, the standards which students are expected to achieve, and the criteria against which we measure success. Assessment criteria need to be understandable and explicit so students know what is expected of them from each assessment they encounter. Staff, students, parents and the community should all be able to see why assessment is being used, and the reasons for choosing each individual form of assessment in its particular context. * Good assessment requires a variety of measures

In general, a single assessment instrument will not tell us all we need to know about student achievement and how it can be improved. Therefore, we need to be familiar with a variety of assessment tools so we can match them closely to the type of information we seek. * Assessment methods used should be valid, reliable and consistent Assessment instruments and processes should be chosen which directly measure what they are intended to measure. They should include the possibility of moderation...
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