Methods in Performing Assessment

|assessment as a process of making judgments of learners’ knowledge, skills and competence against set criteria |

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 my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

Scotland re-evaluated assessment strategies which saw the Assessment is for learning (Aifl) initiative implemented in 2002 which aimed to improve children’s life chances through a more coherent system (Gov.scot, 2005). The revised system, A Framework for Assessment (BtC5), incorporates principles of Curriculum for Excellence (CFE) and the values of Aifl, which collectively aim to support pupil progression. Furthermore, they aim to build confident individuals and successful learners (Educationscotland.gov.uk, 2008) who are active participants in their own learning and set their own targets. However, ‘for this to be effective teachers need to build an intimate and detailed knowledge of their pupils’ thinking and assist them, with fairly specific advice and scaffolding, in achieving the next stage’ (Harris, 2007). Therefore, for formative assessment to effectively support learner attainment, teachers must have a detailed knowledge of pupil capability and support them progressively in developing their own metacognition.

For example, assessment provides clear measurement and recording of achievement during a course that provides identification of individual

Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters.

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.

I need to monitor and assess the progress of each student by maintaining accurate record using a variety of assessment tools, gaining feedback, formative informative,formal and informal whilst also maintaining my organisations requirements.

The whole subject in the contents taught may not be covered in assessment but most of the areas which are up to the standards like how far they can think on the question asked and apply their skills in the course studied using their intellectual ability should be tested.

| Useful for learners that have achieved some aspects of a programme prior to startingSaves work being duplicated and/or reassessed.

Good and accurate records are important for teachers, learners, verifiers, training providers, and inspectors and for

Assessments are an everyday occurrence in classrooms around the world. There are many different types of assessments, which generally fall into formal and informal. There are advantages and disadvantages to both. The major importance is selecting the right assessment. It is up to the teacher to decide what information is needed and how that information is collected.

Mary James, in her article ‘Assessment and Learning’ in the book ‘Unlocking Assessment’, voices out her opinion about the fact that assessment must be congruent with learning. She highlights the idea that some assessments carried out in schools do not claim to assess learning. The learning of the individual is, of course assessed ,but the focus is only on performance under test conditions. The very purpose of assessment is to motivate and not discourage or demoralize students. Moreover it should serve the students interest by guiding them properly. To ensure that exhaustive learning has taken place, quantitative assessments need to happen. The overall perspective of assessment has however narrowed down in the true sense of the term during recent

Nunan & Lamb (1996) refer to monitoring as an integral part of the learning system which is comprised of assessment of student performance and evaluation of the effectiveness of the course design. According to Dudley-Evans & St. John (1998), “Evaluation is a process which begins with determining what information to gather and which ends with bringing about changes in current activities or future ones. It makes use of quantitative methods (e.g. tests) and qualitative methods (e.g. interview and questionnaire). It can be formative (on-going) or summative (end-of-course). I plan to use tests such as, In-class assignment results (formative), mid-term examination results (formative), final term examination/achievement test results (summative) as well as samples of students’ writing, self and peer assessment, and my personal observation to monitor the learning progress and make any changes that situational factors may require in the course design or the teaching methodology.