Ctlls Unit 3 Principles and Practice of Assessment
Unit Three: Principles and practice of assessment
Methodology
Firstly we had input during classes from our tutor on the categories of concepts and principles of assessments, how to use different types of assessments and some of the strengths and weaknesses of these methods, the role of feedback and questioning in the assessment of learning and the different types of assessment records and their uses.
Next we individually researched these topics, to do this firstly I used discussions with my mentor, observations of colleague’s sessions, discussions with my peers and evaluation and reflection of my own teaching sessions. My secondary research consisted of academic books, internet sources, as identified in the bibliography. I chose this approach because it gave me the widest range of resources, varying information and views on the subjects. I could then collate the primary and secondary research to write my précis and form my opinions on the research I had undertaken. The focus of my research was on concepts and principles of assessment, the different types of assessments and how to use these, the different assessment methods available along with their strengths and weaknesses especially peer and self assessment, what is feedback and how to make it effective and reviewing and recording learner progress and achievement. This précis will then enable me to better evaluate my own practice and help me to ensure I undertake the assessment process more effectively in the future.
Précis ‘Assessment is about several things at once... It is about reporting on students’ achievements and about teaching them better through expressing to them more clearly the goals or our curricula. It is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively. It concerns the quality of the teaching as well as the quality of the learning. Ramsden (2003). Assessment is a regular process that enables both
Methodology
Firstly we had input during classes from our tutor on the categories of concepts and principles of assessments, how to use different types of assessments and some of the strengths and weaknesses of these methods, the role of feedback and questioning in the assessment of learning and the different types of assessment records and their uses.
Next we individually researched these topics, to do this firstly I used discussions with my mentor, observations of colleague’s sessions, discussions with my peers and evaluation and reflection of my own teaching sessions. My secondary research consisted of academic books, internet sources, as identified in the bibliography. I chose this approach because it gave me the widest range of resources, varying information and views on the subjects. I could then collate the primary and secondary research to write my précis and form my opinions on the research I had undertaken. The focus of my research was on concepts and principles of assessment, the different types of assessments and how to use these, the different assessment methods available along with their strengths and weaknesses especially peer and self assessment, what is feedback and how to make it effective and reviewing and recording learner progress and achievement. This précis will then enable me to better evaluate my own practice and help me to ensure I undertake the assessment process more effectively in the future.
Précis ‘Assessment is about several things at once... It is about reporting on students’ achievements and about teaching them better through expressing to them more clearly the goals or our curricula. It is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively. It concerns the quality of the teaching as well as the quality of the learning. Ramsden (2003). Assessment is a regular process that enables both
Bibliography: Books: Armitage et al (2007), Teaching and training in post-compulsory education, 3rd Ed, Berkshire, Open University Press Gravells. A. (2009), Principles and practice of assessment in the lifelong learning sector, Exeter, Learning matters Ltd Hattie, J Petty G (2009), Teaching today, 4th Ed, Cheltenham, Nelson Thornes Ltd Ramsden Shapiro, (2003), Case studies in constructivist classrooms and teaching, Lanham MD, Scarecrow press. Assessment reform group (1999), available from http://nationalstrategies.standards.dcsf.gov.uk/secondary/assessment/assessmentforlearningafl [accessed 06 July 2010] Brown, Rust & Gibbs, (1994), available from www.lgu.ac.uk/deliberations/ocsd-pubs/div-ass5.html [accessed 04 July 2010] Department for education and skills, available from www.dfes.gov.uk [accessed 04 July 2010] Sadler, (1989), available from www.leeds.ac.uk/educol/documents/00001862.htm [accessed 03 July 2010] The Higher Education Academy, available from www.heacademy.ac.uk/ourwork/teachingandlearning/assessment [accessed 06 July 2010]