Initial Thoughts From Patchwork Texts Essay

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

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.

Assessment, both formative and summative, plays a significant part in the learning experience as it determines progression and enables learners to demonstrate that they have achieved their desired learning outcomes.

“Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you”.

In preparing for the assessment, it is important to explain the purpose of the assessment, explaining why it is

Assessing is a crucial component of education that informs teachers on individual development and understanding (Booker, Bond, Sparrow

What is an assessment? Alan Rogers (1994, p172) defines assessment as collection of data on which we base our evaluation. According to Reece and Walker (2008, p5) assessment consists of tests and observations that we, as tutor, use to determine how well the students has achieved the objectives. Geoff Petty (2004, p449) writes that “Assessment measures the breadth and depth of learning”. Assessments are used in all areas and domain of everyday life, whether formal or informal, ranging from taking a written or practical driving test to claims for income support or acquiring life insurance on-line.

Assessment is carried out to ensure that learning has taken place. This is used to measures the learner’s knowledge and skills in their chosen area of learning. Assessment can be used to encourage learners to ask questions on anything they have not understood, learners at some point will have to know that they will have to prove their knowledge and understanding to the standards of the awarding body.

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 why assessments should be an ongoing process throughout the learning experience. Assessments are not only there to assess a learner to sit an exam to test a learner’s knowledge of the subject matter but to:

1.1 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals,

* 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.

Knight P (2001) “A Briefing on Key Concepts - Formative and Summative, criterion and normreferenced assessment”. LTSN Generic Centre: ISBN 1-904190-05-7

Please submit your assignments one at a time, and space the assignments so that you have a chance to get feedback from one before you submit another. Think Pieces 1. Read the material on Myers-Briggs psychological types contained in Module. Then take the online Myers-Briggs psychological type test at the following site: http://www.humanmetrics.com/cgi-win/JTypes1.htm. Once you have taken the test, press the hot button that allows you to learn more about your type. a. What is your psychological type? b. How do you think your specific type affects your behavior in the workplace? c. Write down the psychological type of someone whose type is completely opposite of yours (e.g., ESTP is the opposite of INFJ). Using

In this assignment we seek to bring out the definitions of assessment which is later broken down to continuous assessment and coursework. The substantial similarities and differences are highlighted in the essay on ways to differentiate continuous assessment and coursework. Various advantages and disadvantages will be highlighted and explained of how continuous and coursework are useful to the student and the teacher.