Cu3820 1.1
CU3820 Principles of Assessment in Lifelong learning
1.1: Explain the types of assessment used in lifelong learning.
To ‘Measure (assess) the breadth and depth of learning’ (Geoff Petty 1998)
I, as a teacher must ensure that my students will understand the targets and goals set for them. This is achieved by using assessment practises.
‘Bloom’s Taxonomy of Learning’ breaks down the structure of assessing and learning thus:
• Creating • Evaluating • Analysing • Applying • Understanding • Remembering
These methods also enable me, as a teacher to measure success within the classroom.
To evaluate whether learning is taking place, there are three assessment methods to use.
Initial Assessment:
To assess the learning capabilities of the …show more content…
The purpose for using self and peer assessment should be explicit for staff and students
A major reason for using self and peer assessment is for its role in developing students ' skills in improving learning and in helping students to improve their performance on assessed work. Additionally, it has a place as a means of summative assessment.
2. There is no reason why peer and self assessment should not contribute to summative assessment
In many such cases such assessment will not contribute a major proportion of the mark until it has been well tried and tested. However, in a well-regulated scheme, there is no reason to limit the proportion of the marks involved. It is particularly important that the principles below are noted.
3. Moderation
For any situation in which the mark from peer or self assessment contributes towards the final mark of the module, the member of staff should maintain the right to moderate student-allocated marks. The initial step in alteration of a student-allocated mark may be negotiation with the student(s) concerned.
4. Instances of unfair or inappropriate marking need to be dealt with
1.1: Explain the types of assessment used in lifelong learning.
To ‘Measure (assess) the breadth and depth of learning’ (Geoff Petty 1998)
I, as a teacher must ensure that my students will understand the targets and goals set for them. This is achieved by using assessment practises.
‘Bloom’s Taxonomy of Learning’ breaks down the structure of assessing and learning thus:
• Creating • Evaluating • Analysing • Applying • Understanding • Remembering
These methods also enable me, as a teacher to measure success within the classroom.
To evaluate whether learning is taking place, there are three assessment methods to use.
Initial Assessment:
To assess the learning capabilities of the …show more content…
The purpose for using self and peer assessment should be explicit for staff and students
A major reason for using self and peer assessment is for its role in developing students ' skills in improving learning and in helping students to improve their performance on assessed work. Additionally, it has a place as a means of summative assessment.
2. There is no reason why peer and self assessment should not contribute to summative assessment
In many such cases such assessment will not contribute a major proportion of the mark until it has been well tried and tested. However, in a well-regulated scheme, there is no reason to limit the proportion of the marks involved. It is particularly important that the principles below are noted.
3. Moderation
For any situation in which the mark from peer or self assessment contributes towards the final mark of the module, the member of staff should maintain the right to moderate student-allocated marks. The initial step in alteration of a student-allocated mark may be negotiation with the student(s) concerned.
4. Instances of unfair or inappropriate marking need to be dealt with