Types of Assessment Used in Lifelong Learninh
12.1 Types of assessment used in lifelong learning
There are three types of assessments used in lifelong learning. These are; * Initial * Formative * Summative
At the beginning of a course the prior knowledge of a student must be uncovered; this is what the initial assessment is for. Establishing knowledge of ability through an initial assessment allows the tutor to tailor the teaching material appropriately, giving more time when lesson planning to cover weaker areas and spending less time on areas where there is already lots of knowledge. The initial assessment should also highlight any special needs, unusual requirements and learning support that a student may have.
Assessment also takes place during the learning process. Known also as assessment for learning, the formative assessment is one made on-the-fly, using a whole variety of different methods. For instance a question and answer session, a word game such as hangman or a word search are examples of checking knowledge in a classroom setting. In a practical session a demonstration of the knowledge learned by performing a task could reveal how much has been learned. The formative assessment can identify areas where learning is taking longer than anticipated, or where it has been learned quickly. The session can then be altered to allow more or less time as appropriate or future sessions changed by lengthening or shortening the time spent on a subject or using a different method of delivery to suit the particular class.
The final type of assessment is the summative. A summative assessment can be formal, for example by taking an examination, but it can also be informal, for example as in a question time or quiz. As with the formative assessment the summative assessment could take the form of a practical examination for vocational type studies. What the summative assessment establishes is how well the student has learned the subject from the teaching they have received.
In each
There are three types of assessments used in lifelong learning. These are; * Initial * Formative * Summative
At the beginning of a course the prior knowledge of a student must be uncovered; this is what the initial assessment is for. Establishing knowledge of ability through an initial assessment allows the tutor to tailor the teaching material appropriately, giving more time when lesson planning to cover weaker areas and spending less time on areas where there is already lots of knowledge. The initial assessment should also highlight any special needs, unusual requirements and learning support that a student may have.
Assessment also takes place during the learning process. Known also as assessment for learning, the formative assessment is one made on-the-fly, using a whole variety of different methods. For instance a question and answer session, a word game such as hangman or a word search are examples of checking knowledge in a classroom setting. In a practical session a demonstration of the knowledge learned by performing a task could reveal how much has been learned. The formative assessment can identify areas where learning is taking longer than anticipated, or where it has been learned quickly. The session can then be altered to allow more or less time as appropriate or future sessions changed by lengthening or shortening the time spent on a subject or using a different method of delivery to suit the particular class.
The final type of assessment is the summative. A summative assessment can be formal, for example by taking an examination, but it can also be informal, for example as in a question time or quiz. As with the formative assessment the summative assessment could take the form of a practical examination for vocational type studies. What the summative assessment establishes is how well the student has learned the subject from the teaching they have received.
In each
References: Gravells, A (2009) Principles and Practice of Assessment in the Lifelong Sector. Exeter: Learning Matters Julie Henry, (2002) T.E.S., magazine article Tummons, J (2007) Assessing learning in the lifelong learning sector. Exeter: learning Matters