Enabling Learning and Assessment

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