Principles of Assessment in Lifelong Learning
Unit 012 Principles of Assessment in Lifelong Learning In this assignment I will be analysing the types and methods of assessment and how they are used in lifelong learning. I will discuss their strengths and weaknesses, different styles and the importance of record keeping in education, linking these with current practice and theories.
1.1+1.2 Types of assessment fall under three main categories, namely initial, formative and summative depending on when they are used in the learning process. Initial assessments such as course applications or individual learning plans, can be used at the beginning of a course as a way of finding out that learner, if they have prior experience or knowledge in the subject and what stage of learning they are at.
Formative assessments such as question and answer, observation or a more formal exam is a way of ascertaining the level of ongoing learning within the course, can ensure that learners aren’t falling behind and identify where learners need to improve. Summative assessments are final assessments at the end of a course, such as final exam, completing an individual learning plan, or assessing a finished piece of work. These can give a true reflection on how well a learner has grasped the knowledge or skill taught, and in an accredited course can lead to the marking that will essentially pass or fail that learner. All types of assessment are essential to the learning process, and according to Popham (2003, pg.1), ‘The relationship between one’s teaching and one’s testing is a crucial one, that if properly understood can lead to a substantial increase in instructional effectiveness.’
1.3 Assessment methods have both strengths and weaknesses. For example taking a formative assessment such as an exam this can be a good method of testing the depth of understanding on a subject and be a written record of their knowledge, on the other hand it relies heavily on the learners ability to put pen to paper in a
1.1+1.2 Types of assessment fall under three main categories, namely initial, formative and summative depending on when they are used in the learning process. Initial assessments such as course applications or individual learning plans, can be used at the beginning of a course as a way of finding out that learner, if they have prior experience or knowledge in the subject and what stage of learning they are at.
Formative assessments such as question and answer, observation or a more formal exam is a way of ascertaining the level of ongoing learning within the course, can ensure that learners aren’t falling behind and identify where learners need to improve. Summative assessments are final assessments at the end of a course, such as final exam, completing an individual learning plan, or assessing a finished piece of work. These can give a true reflection on how well a learner has grasped the knowledge or skill taught, and in an accredited course can lead to the marking that will essentially pass or fail that learner. All types of assessment are essential to the learning process, and according to Popham (2003, pg.1), ‘The relationship between one’s teaching and one’s testing is a crucial one, that if properly understood can lead to a substantial increase in instructional effectiveness.’
1.3 Assessment methods have both strengths and weaknesses. For example taking a formative assessment such as an exam this can be a good method of testing the depth of understanding on a subject and be a written record of their knowledge, on the other hand it relies heavily on the learners ability to put pen to paper in a
References: Black, P & William D (2001) Inside the Black Box: Raising standards though classroom assessment. [online] http://weaeducation.typepad.co.uk/files/blackbox-1.pdf (Accessed 13/05/2013) Popham J W (2003) Test better, teach better: the instructional role of assessment. USA: ASCD publications.