Enabling Learning and Assessment

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In my presentation I have talked about my work and my assessment techniques. I have also included some references to main theorists and thinkers. But fifteen minutes of presentation is not enough to cover such an involved subject as Enabling Learning and Assessment therefore this piece of writing can be treated as a supplement to my presentation.

I have already included main definitions of “assessment” by Gravells, Wilson and Gray et al, but it is also worth to mention P. Scales who states that “the principal purpose of assessment is to help people to learn” (Scales, 2008:175). He puts the reasons for assessment into following groups: Because we are required to,

For grading, selection and progression,
To find out if learning has taken place,
To motivate and encourage learners,
To diagnose learners' needs,
To evaluate and develop learning programmes.
I have used the above to define why I assess, which I have included in my presentation. I have also referenced Kolb's learning cycle as the assessment is an integral part of it.

I have included Wilson's CADET acronym for main principles of assessment, but other authors also talk about the principles referring to them in a different way: Validity
Reliability
Transparency
Authenticity
Sufficiency
taken from P. Scales “Teaching in the Lifelong Learning Sector”. S. Wallace in “Teaching, Tutoring and Training in the Lifelong Learning Sector” refers to reliability, validity and sufficiency as “the key to accurate assessment” (Wallace, 2007:172) and Gravells in “Passing PTTLS Assessments” states: “All assessments, whether written by yourself or others, should be valid and reliable. (…) Most assessments will be internally and/or externally quality assured to ensure fairness and consistency, as well as validity and reliability.” (Gravells 2010:40). I have included the Sunrise Model of 10 Principles for Assessment for Learning, published by Assessment Reform Group in 2002. ARG states that the assessment: is a part of effective planning,

focuses on how students learn,
is central to classroom practices,
is a key professional skill,
is sensitive and constructive,
fosters motivation,
promotes understanding of goals and criteria,
helps learners know how to improve,
develops the capacity for self assessment,
recognises all educational achievement.
In my presentation I have mentioned but a few types of formative and summative assessments. The table below, taken from “Teaching, training and learning A practical guide” (2006) by I. Reece and S. Walker, lists different methods of assessment used for different assessment types: Formative TechniquesSummative Techniques

Question and answer
Supply type questions
Selection type questions
Projects
Assignments
Essays
Practical testsEnd examination
Supply type questions
Selection type questions
Projects
Assignments
Essays
Practical tests

The assessment types can also be separated in another way – A. Gravells in “Preparing to Teach in the Lifelong Learning Sector” (2011:96) separates the assessment methods into formal and informal depending on how the assessment type will be used. Formal assessment methods include:

assignments
case studies
essays
multiple-choice questions
observations
professional discussions
projects
tests
witness testimonies
Informal assessment methods include:
discussions
gapped handouts
journals/diaries
peer feedback
puzzles, crosswords and quizzes
questions – oral and written.

As mentioned in my presentation – in my work as an IT Trainer I use the following formal and informal assessments: Multiple-choice questions – used in the formal assessment for IT Induction course, it helps to recognise training needs; it is a part of the initial assessment. Case studies – used on some of the courses scenario based, written by one of my colleagues or myself. Observations – used on all of the...
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