Essay Understanding the Principles and Practises of Assessment

The purpose of the formative assessment is to monitor and guide the learner through a process while it is still in progress rather than assessing the learner when the project is complete. The formative

Written assessment can be used to give a differentiation of questions to the learner and can be used to judge knowledge at a given level. It also provides a good paper trail. Problems could arise if the learner did not have good reading skills or was dyslexic, evidence could be lost.

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.

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

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.

1. Name two signs you would look for to let you know Vara is ready to end counselling.

* 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.

3 SUFFICIENT. Has the candidate done enough to pass all elements of the unit being assessed. For example the candidate is being assessed to shampoo and condition a client’s hair and to sell a product. She/he may well have used all the correct products and massage movements but during the assessment She/he may not have been given the opportunity to sell a product in which case the candidate will have passed some elements of the unit chosen but because she couldn’t sell a product that part of the unit will have to be referred to another assessment but the candidate will

| Detailed below is a summary of the legislative and regulatory systems that I feel would apply within the teaching environment:

After consulting the service and sales managers and review the political, economic, social and technological business environment, these are the HR needs and recommendations:

The Kaufman Test of Educational Achievement, Second Edition (KTEA-II) is an individually administered measure of academic achievement for ages 4.5 through 25. The test is available in 2 versions. The Brief Form assesses achievement in reading, math and written expression. The Comprehensive Form covers reading, math, written language, and oral language. It also provides an analysis of students’ errors. Examiners can obtain a Comprehensive Achievement Composite in about 30 minutes for younger children and 85 minutes for the oldest students. The Comprehensive Form has 2 independent, parallel forms (A and

Absence-of-Bias is just as the name implies, there is no bias present. It is the last of the three essential criteria for evaluating educational assessments. The other two are reliability and validity. Assessment bias is a part of an assessment that disadvantages a certain group of people because of their gender, race, socioeconomic status, or any other group-defining characteristic. It occurs when an element of an assessment “distorts a student’s performance”(Popham 2014 p.128). The initial judgments that a teacher makes can be extremely important considering the future success of the student (Blankenship, Hubbard, Johnson, 2009). Educators need to recognize so that they can free their tests of as much bias as possible.

This case study investigates the assessment practices and methods, as well as the procedures and policies in place within a Victorian non-government catholic primary school in Australia. It is located among the metropolitan area of Melbourne in the western suburbs. The school has been opened since 2004 and has an enrolment of approximately around three hundred and fifty students. The school emphasizes highly on working together with the whole community to implement positive relationships through effective programs. The school’s main focus is to implement a curriculum that will provide engaging and rich learning experiences to develop the learner’s skills and competencies that are necessary for positive contributions within the society. A junior primary school teacher named Monica of grade one students has been interviewed to gather information on the assessment and reporting practices in her classroom at the school. The teacher has been at the junior primary school with year one students for four years. Eight questions were asked amongst the interview. The questions that were asked related to the school’s assessment and reporting policies that are in place, the methods of assessment tools that are used to evaluate children’s learning, and the purpose of the assessment. The following paragraphs will report and investigate the information that was provided by Monica in relation to assessment and reporting practices among the primary school.

Evaluation and Assessment. The best practice of evaluation and assessment include the evaluation in each courses and the overall assessment of the whole program. Evaluation and assessment section is an inevitable portion of quality control. DE with much integration of technology, especially needs evaluation and assessment. In the OU of the UK, the Governance Effective Reviews take place every year. In the website, it states: