A Close Look At The Assessment Cycle

The assessment strategy should state how the subject should be assessed, and subsequent results recorded. It should also state the experience, professional development and qualifications that assessors should hold. Quality assurance requirements, for example internal and external verification or moderation, will also be stated. Organisation may also have an assessment policy which an assessor should familiarise him/herself with.

With focus on the quality and standards of assessors to meet the learning needs of the candidates, where a lack of progress is highlighted or an inconsistency within assessments will result in further support for the assessment team, potentially in the form of further standardization

Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare

In 1989 a group of voluntary researchers named the Assessment Reform group (ARG) were formed by the British Educational Research Association (BERA). The group had the task to take account of relevant research and evidence in regards to assessment for policy and practice. In 1996 BERA’s support ceased and was taken over by the Nuffield Foundation till the ARG dissolved in 2010. It was in 1996 that the foundation funded Paul Black and Dylan Wiliam members of the ARG to review literature on the use of assessment to help with learning. As a result, evidence was found that ‘formative assessment’ could help to improve learning and the findings were published under the title ‘Inside the black box’. The ARG was one of significant influences on the design of Scotland’s Assessment is for Learning (AfiL) initiative which aimed to develop assessment in learning in Scottish schools. This essay will discuss and explore how effective formative assessment of pupils’ progression can be carried out.

NCFE Level 4 Award in Understanding the External Quality Assurance of Assessment Processes and Practice

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

The principles of assessment in Scotland are clearly highlighted within Scotland’s latest educational reform, Curriculum for Excellence (CfE). It details that assessment in schools should be an integral part of learning and teaching and should continually be employed to provide a clear understanding of an individual’s achievement. Through this integration teachers are given the opportunity to work together with pupils to create achievable and challenging goals while maximising their potential as individuals to succeed as effective contributors, confident individuals, successful learners and responsible citizens (Scottish Executive, 2006). Assessment has been a massive topic for debate in Scottish education for a number of years and seen

The roles of the assessor may not be strictly that of a teacher but more of a mentor guiding a Learner to there eventual goal of gaining the qualification by giving appropriate feedback.

A Common Assessment Framework is to enable that children and young people are safeguarding and looked after. It is also known as CAF. The process of a Common Assessment Framework is to gather information a child who needs additional support or if for example a teacher of this child has concerns about his/her ability in learning. The role of a Common Assessment Framework is to provide support and put strategies in place for the child to meet. When filling in a Common Assessment Framework you then have to identify targets for the child needs to be meet in order for the child to progress. This is a common type of framework which is used for the children who need additional help.

Assessment is a process through which we gauge a learners level and progression, ensuring learning is taking place and the learner is developing their skills and knowledge. Susan Wallace recognises the importance of assessment as more than a means of determining learner achievement but also “as an indicator of the quality of learning.” (2007: 119) discussing the need for ‘ongoing assessment’ to evaluate how receptive learners are to the lessons.

1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners.

All work handed in by the learner, they must sign and date and confirm that it is their own work.

Regular content assessment reports are conducted and those reports are collected and discussed. Feedback and necessary changes result from the reports. The purpose of the reports is to determine what is successful and what is not, and then evaluate why; they demonstrate where the weak areas of the course are, and how they could be modified (Banta, Trudy, Jones, & Black,

There are three aspects to consider in my comprehensive assessment of Susan. First, the things that happen to Susan such as the relationship with her children, her husband dying a year ago, and the love for her cats. Secondly, the things that happen within Susan’s environment such as the accident she had, her church, and her friends. The third aspect is the transaction between the two which I would have to figure out ways where the client can have both, a healthy and a happy life.

As spoken about in 3.4, health, safety and the learner’s welfare are of crucial concern when planning an assessment. In addition there are other risks involved in my area of practice, As an assessor we work with verifiers internally and externally to assure that the assessments are challenging academically whilst also being fair, differentiated, giving a clear criteria for the assessment and ensuring that the learners are not being put under any unnecessary stress in terms of deadlines, preparation and assessment methods, by giving clear criteria for assessment the assessor can prevent this. As the assessor you must ensure that learners are given an opportunity to discuss any concerns they may have about their qualification or even work. You