Ptlls Principles & Practices of Assessment

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Preparing to Teach in the Lifelong Learning Sector

Assignment 4

Principles and Practices of Assessment

Assessment is a way of identifying if learning has taken place, and enables the teacher to identify if the learner has gained the required skills and knowledge. If following training session you do not plan to carry out any assessments you will not be able to gauge whether the learner has learnt anything.

There are various methods of assessment that can be adopted, which will measure the learners understanding and knowledge of a subject being taught. The type of assessments to be used will depend on whether the subject is being internally or externally assessed –

Internal Assessments:

These assessments are usually set and marked by you or your organisation. The assessment will follow set criteria, and are developed by following legislation, best practice, manufacturer’s guidance and instructions.

External Assessments:

These assessments are usually set and marked by an awarding body, but in some instances may be marked by someone within the organisation. These assessments may be in the form of a formal exam or an assessment by and external person or someone within the organisation who has been accredited to mark or score the assessment.

Good assessment planning is vital to ensure you have identified the most appropriate method of assessment for the session being delivered and the learners who are attending.

What an assessor must ensure:

• The process is open and transparent

• Learners are assessed in a way conducive to their learning styles.

• Timelines and opportunities are equal for everyone.

• The same criteria are set for all.

• If there is any conflict of interest an alternative assessor is used.

What an assessor must not do is:

• Set different criteria for learners.

• Show favouritism.

• Offer assistance during the assessment.

When setting assessments they must be:

• Valid – the assessment must be appropriate to the subject, up to date, and relevant to the assessment criteria.

• Authentic / Accessible – they have to be original and produced solely by the learner (cross referenced to ensure), easily accessed by the learner and verifiers.

• Current / Consistent – up to date, set criteria or agreed process which standard across the board.

Usually assessments will follow the process known as “the assessment cycle”. However this will depend on the subject being assessed, whether it is academic or vocational. If implemented the assessment cycle, this should continue until the all aspects of learning have been achieved by the learners. The stages of “the assessment cycle” are as follows:

The Initial Assessment – ascertaining have any previous knowledge or experience in the subject. Also the learning styles of those who will be attending the course.

Assessment Planning – agreeing with the learner’s suitable types and methods of assessment, and setting appropriate target dates. Where applicable involving others such as, colleagues, other assessors.

Assessment Activity – these are the methods used, which are assessor led for example - observations, or questioning. Or student led for example – gathering evidence, or completing assignments.

Assessment Decision and Feedback – making the judgement of success or not, and giving constructive feedback to agree any further action that may be necessary.

Review of Progress – the assessment plan can be reviewed at anytime and updated until the learner completes the program or qualification, these reviews should take place on a regular basis so the program can be amended to best suit the learners needs.

There are various different types of assessment methods or techniques that can be adopted, which includes: -

• Observations – Observing and assessing the learners perform in a practical or work environment. The assessor can observe if the learner’s...
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