Understanding the Principles and Practises of Assessment

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UNDERSTANDING THE PRINCIPLES AND PRACTISES OF ASSESSMENT
(Page 1) 1.1 functions of assessment.
Initial assessment can be described as set of procedures we go through to determine what previous experience, skills and abilities a learner has. The process may include skills scan screening for numeracy, literacy and language as well as learning styles and skills abilities, and recognise any prior R.P.L .The results of initial assessment should form individual learning plans so that training and support are delivered that will meet the needs of each learner .Formative assessment is the on-going assessment made in order to adapt to learners needs and respond to learning. Formative assessment helps you keep record of learner’s progress and adapt your teaching to their needs. It helps learners too. Seeing how they are progressing towards their goals can be highly motivating and make them want to learn. Summative assessment refers to the assessment of learning and summarises development at the time .For example after a unit or a review or piece of work. 1.2 Key concepts and principles

Key concepts and principles of assessment is for learner, trainer/assessor, organisation and employer to find out what skills need to be learnt by learner what type of training and assessment needs to be followed. It is general knowledge that in order to evaluate the students’ performances we need to use a variety of of assessment methods. Assessment is an integral part of the teaching and learning process as it focuses on the ‘assessment of learning ‘.Brown 2004 indicates that an assessment or test is a method used to measure a person’s ability, knowledge or performance in a given area .Therefore the main aim is to develop and select assessment tasks which allow us to measure students skills in terms of fluency, accuracy, appropriateness and complexity and provide ‘next step learning ‘for student and assessor. Blooms taxonomy states psychomotor is = physical, skills and do. Affective is =feeling, emotions, attitude and feel, cognitive is= intellect, knowledge and think. 1.3 Responsibilities of assessor

As an assessor you have a range of responsibilities starting with the learner completing a skill scan for RPL and to plan future assessments aimed at the learner’s needs and requirements. To plan assessment requirements to the employers needs and criteria. To forward plan with student assessments so they feel relaxed with the process beforehand and to deliver a fair unbiased assessment through to the end by delivering positive feedback to student and receive feedback from student. As an assessor I intend to plan assessments well beforehand using standardised forms and manage the process using witness statements, video, photos or Dictaphone to record process and collect any naturally occurring evidence. 1.4 Regulations and requirements relevant to assessment I will use regulatory bodies to adhere to code of practises as an assessor using ed excell ,using health and safety at work act, disability at work act and the appeals procedure , taking into account equality and diversity to the learners needs and requirement’s (if learners need extra support and guidance ).making sure all assessments and information is kept safe and secure at all times, I will use standardised forms for tracking and recording assessments and give positive feedback regarding assessments at all times and will meet with the learner before and after assessments to communicate assessment decision’s to learners.

(2)UNDERSTAND ASSESSMENT METHODS
Assessment is a process of making judgements of learner’s knowledge, skills and competency against set criteria. A valid assessment or the term validity is defined as an indication of how well an assessment actually measures what is supposed to be measured. For...
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