Evaluating Assessment Methods

2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:

Several assessment tools have been developed to assess symptoms and behaviors of different constructs including: eating disorders, anxiety, depression, personality, obsessiveness, among others. A common assessment tool in the assessment of symptoms and other features of eating disorders is the Eating Disorder Inventory (EDI) that was originally developed by Garner, Olmsted, and Polivy in 1983. Another widely used eating disorder assessment tool is the Eating Attitudes Test (EAT) that was developed by Garner and Garfinkel (1979). While both are self-report measures of symptoms of eating disorders and are available in revised forms (EDI-3 and EAT-26), they differ in their reliability and validity as well

If there is a disagreement with the assessments carried out then the learners can follow the organisational procedures that are set in

Externally set – usually by an Awarding/Examining body, for example, an examination at the end of the programme. These will be marked either by module tutor, or the Awarding/Examining body.

There is a large variety of assessment methods available for assessing learners’ achievements. These include observation; questioning the learner; examining product evidence; discussion; witness testimony; looking at learner statements; recognising prior learning; simulated environment; skills tests; oral and written examinations; assignments; case studies and projects. Choosing the most appropriate assessment methods is vitally important, to help and support the learner and to ensure the job of the assessor is as straightforward, reliable and problem-free as possible.

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.

* This is to determine if the delivery and assessment meets the requirements of the standards or assessment criteria , the whole assessment process needs to be accutat, consistate, safe and meets all organisation requirements.

If I was the case manager I would evaluate the effectiveness of the assessment strategies presented in this article by using the evidence base methods presented in this study on the same individual multiple times. This will allow me to see if the individual’s severity of CP is within the same measure each time. For example, I would conduct interviews monthly for three months. I would do this before interventions have taken place to see if the CP severity is the within the same perimeters each time. I would also assess individuals of the same sex, age, and grade level, and that tends to demonstrate the same behavior. This way I will be able to determine if the severity of conduct problems were only successful on certain norms, or if it was successful

You need to make regular assessments of the way you work and the progress you are making. Ask yourself whether you are managing your work efficiently, whether you achieve the deadlines you or others set you and whether you are taking advantage of opportunities to increase your self-confidence and learn from new experiences. As part of your assessment you should identify areas for improvement and skills you may need to

Assessment is a multi-faceted issue, it should be viewed as such when attempting to gauge an accurate understanding of learners. Several states have implemented performance-based assessments into standardized testing, in addition to including assignments such as student portfolios and presentations for the supplementary measure of learner understanding (Edutopia, 2015). Consequently, the pressure for school administrations to perform has led to poor judgment, inadequate decision-making, in addition to educational scandals. For instance, the scandal at Harvard in 2013 lead to about 70 withdrawing from school after academic exam responses were supplied by peer learners (Perez-Pena, 2013). Administrators in K-12 have also been involved in

Ajai, thank you for breaking down the three assessment tools. I enjoyed the SLAP for the simple reason that it involved asking simplistic questions and being a good listener. Furthermore, the better the therapeutic relationship that a therapist has with the client can assist in gathering a greater assessment of the situation. I can imagine that meeting with a sucical client for the first time can be extremely stressful. However it would be crucial for the therapist to remain calm and relaxed. Flemon & Gralnik (2013), explains that it is perfectly natural for a therapist to be nervous, however it is important to not deflect this onto the client. Furthermore, Flemon & Gralnik (2013), explains it is okay to ask your therapist to join the

“The Achenbach System of Empirically Based Assessment (ASEBA) is available in two versions for children (ages 1.5-5 and 6-18), is a multiple-rater system used to assess the behavior and personality of youth” (Achenbach, 2003).The Child Behavior Checklist (CBCL/1 1/2-5, CBCL/6-18) is completed by the parents. The Teacher Report Form (TRF/6-18) or the Caregiver-Teacher Report (C-TRF) is filled out by the student’s teacher or whomever is providing their formal education. Students aged 11-18 complete the Youth Self-Report (YSR).

During this case study there was a multiple of assessments that were implemented. All of these tests fit into the diagnostic approach because they gather data that is processed to identify the nature of the disorder or disability through observations. Then from these observations and assessment techniques is then used for the instructional plan. An informal assessment technique that is helpful in this process of identifying the student’s disorder or disability is a Primary Interest-a-lyzer. This is a brief questionnaire devised to help students examine and focus their interests. The purpose of this assessment is to identify the student’s interest areas is to stimulate through discussion. This helpful because students get to

Identify the contributions made by each of the following individuals to psychological and educational assessment: Alfred Binet, J. McKeen Cattell, Francis Galton, Hermann Rorschach, Charles Spearman, Lewis Terman, Edward Thorndike, Robert Woodworth, and E. K. Strong, Jr.