Essay on Understanding the Principles 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

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.

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

4) Assessment: the assessor must ensure that learner achievement and progression is checked throughout the learning process (formative assessment) and at the end of the course or programme (summative assessment). The assessment methods have to be fair, reliable and valid and linked to the planned assessment tasks. The assessor has the responsibility to ensure that learners are aware of the requirements and know how to meet the assessment criteria.

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.

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.

At any stage of the assessment process the progress of the learner can be reviewed and plans can be amended, updated or changed in agreement with the learner and according to need. This allows: learners to raise issues relevant to their needs for completion of the qualification; assessors opportunities to amend assessment plans if it becomes necessary; and flexibility if environmental or other factors arise (such as issues relating to any third party involved in the

Formative assessment is a more formal type of assessing where the focus is on monitoring pupils response to the lesson and any progress made.

Through the identification of these assessment methods, I will analyse their purpose and the role that they play in my learner’s development; and how these are used to identify learner progress and confirm their knowledge and understanding. I will explore theories and principals of assessment, covering formative and

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

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.

When planing assessments you need to be aware of some key factors so you're assessment is relevant and fair to your students. Be aware of what your assessing weather final assessment or ongoing assessment, details which have to be perfect verses details that are not as important, be fully aware of what your looking for the students to achieve throughout assessment. Conformation of relevant policies, requirements and qualifications for your particular subject. You will need the knowledge of the topic you are assessing, you will also need knowledge of assessment procedures. This is so assessments are fair and there is consistency across all students which hold said qualification.

* 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.

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding