Understanding the Principals of Assesment

Topics: Assessment, Formative assessment, Sector Skills Councils Pages: 8 (1932 words) Published: August 22, 2013
1.1 Explain the function of assessment in learning and development □ Functions, e.g. measurement and recording of achievement, Identification of individual student needs, formative or summative Assessment, fit for purpose, assessment against standards and Performance/assessment criteria, monitoring development, evidence For performance review/targets/benchmarking, contributing to Quality assurance, development of best practice.

1.2 Define the key concepts and principles of assessment
□ Purpose, e.g. who is it for – learner, trainer, assessor, organisation, Employer? assessment as part of the learning or training cycle, e.g. To recognise prior learning, to identify specific assessment Requirements; assessment of specific learning domains, e.g. Bundler And Grinder’s psychomotor/cognitive/affective–skills, knowledge or Understanding.

1.3 Explain the responsibilities of the assessor
□ Range of responsibilities, e.g. to the student, the employer, the Organisation, occupational standards, awarding organisation; Practical responsibilities, e.g. planning, managing and delivering Assessment; maintaining the integrity of the qualification; student centred Assessment

1 Understand the principles and requirements of assessment
1.4 Identify the regulations and
Requirements relevant to
Assessment in own area of
Practice
□ Regulatory bodies of standards, e.g. Equal, Sector Skills Councils, Awarding organisations, Institute for Learning; other regulations, e.g. Health and safety, equality and diversity/disability act, data Protection, safeguarding students during assessment;

Recording/tracking and logging assessment decisions, communicating Decisions with students, standardisation, moderation and quality Assurance of assessment.
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012 26
Learning outcomes Assessment criteria Unit amplification
2 Understand different types of assessment method
2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners □ Range of assessment methods for performance-based assessment of Skills or knowledge-based assessment of understanding, individual or Group assessment; fit for purpose, e.g. student needs, context; Measures of achievement, e.g. performance criteria, assessment Criteria, levels standards; practical limitations, e.g. numbers involved, Range, opportunity, reliability, time constraints, resources, staffing. 3.1 Summarise key factors to consider when planning assessment □ Formal, e.g. addressing regulations or standards, student, employer, Business needs; timing of assessment, e.g. initial/pre-course, Formative, summative, recognising prior learning; range of

Methods/activities to meet student needs, e.g. observation,
Performance evidence, discussion, witness/student statement, tests, Multiple-choice questions, written activity, reflective journal, verbal Questioning; naturally occurring evidence; specific needs.

3.2 Evaluate the benefits of using a holistic approach to assessment □ Benefits, e.g. cost and time effectiveness, motivational for students, E.g. promoting student responsibility and student involvement, use of Naturally occurring evidence, experiential learning, linking different Aspects of learning through assessment, transference of skills, work based Opportunities, rationalising collection of assessment evidence, Meeting number of learning outcomes/assessment criteria, linked Knowledge-based and performance-based assessment opportunities. 3 Understand how to plan assessment

3.3 Explain how to plan a holistic approach to assessment
□ Range of assessment requirements and opportunities, e.g. Comprehensive approach, logical progression and sequencing,
Related to specific context, student needs, preferences, workplace– Opportunities to use linkages particularly between knowledge and...
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