Review a Range of Different Assessment Methods Available and Explain the Ones You Would Use for Your Subject Area. Evaluate the Use of Assessment Methods in Different Contexts, Including Reference to Initial Assessment.

Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

Assessment covers the whole development of student learning evaluation, while grading refers to the specific attachment of marks/grades.

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

Formative assessment, or assessment for learning as it is often called, is the assessment that

An initial or diagnostic assessment establishes the starting point and ascertains the student’s previous skills and knowledge. This enables the student to see how much he/she achieves during the course, it also fosters a more reflective approach to learning and enables the teacher to effectively plan the individual student’s needs. The teacher can then review the students’ progress and achievements, which improves the quality of teaching

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

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.

A summative assessment is given at pre-determined intervals. It could range from a state assessment to a benchmark test, or an end-of-unit test. It specifically is testing the knowledge that a student should have mastered by a particular point in time. A summative assessment is used for accountability.

1.1 Assessment is about judging if, how and what level of learning has taken place. An assessor's function is to decide if a learner has developed skills, knowledge, understanding and competence in a particular field as well as if the learner is showing the attitude required for the application of the learning within that field. Assessing is not the same as evaluating. Rather than the focus being on the programme or course the learner is on (evaluation), the focus is instead on the learner and their development.

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.

The types of assessment records which would be used to meet organizational and external requirements

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.

Initial assessment can be described as set of procedures we go through to determine what previous experience, skills and abilities a learner has. The process may include skills scan screening for numeracy, literacy and language as well as learning styles and skills abilities, and recognise any prior R.P.L .The results of initial assessment should form individual learning plans so that training and support are delivered that will meet the needs of each learner .Formative assessment is the on-going assessment made in order to adapt to learners needs and respond to learning. Formative assessment helps you keep record of learner’s progress and

Included below is an example of initial assessment and diagnostic assessment for both Numeracy and Literacy, which shows how I use this within my teaching practice.

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.