understand how to plan assessment Essay

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

2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:

In my assessment plan I would identify any specific need that the learner may have e.g. Dyslexia (I would check with the relevant department within the training establishment to see what help could be offered to the learner i.e. extra time given for assignments and written tests). I would then agree the level and extent of their current knowledge

The programme syllabus will allow the assessor to understand how the subject should be assessed and will provide the assessor with guidance and information in the form of an assessment strategy.

Unit 1- 1.1, 1.2-This is a reflective account of the things I have done, experience and knowledge I have gained throughout the assessor 's course mainly during the process of assessment. First, I would like to describe the definition of assessment, its key concepts, stages to show the knowledge and understanding I have gained throughout the course. An assessment is a pre-agreed formal session with the learner. Assessment is judging performance against an agreed standard and is also a way of finding out if learning has taken place. It enables yo assessor to ascertain if learner has gained

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.

Our process for internal quality assurance involves planning the units that will be sampled for each student. This is planned on an internal verification sampling plan (Evidence index 5) and we use the alphabetical listings and diagonal lines that cross the units to be sampled. If however, the units are infrequently selected then I will ensure that they are sampled and also with the new NVQ specification that has recently taken place then I would carry out a 100% check. We also like to carry out formative assessment as this is good practice and aids to our standardisation process in supporting all our assessors. Regarding support I always liaise with our more senior assessors and the external verifier to ensure I am continually meeting the quality standards required and they are always available to offer their assistance and advice. If we have a very inexperienced assessor or new assessor then the NVQ’s they assess would be sampled far deeper and more support would be given to them. I would ensure that I assess a variety of evidence ranging from Observations, Recorded discussions, Reflective accounts, Witness statements and Work products to list a few. I ensure that the levels and quantities of these are consistent, authentic, valid, and reliable especially regarding new standards.

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”.

There can be many benefits to apply a holistic approach to an assessment. This can be more tailored to an individual’s need, looking at the person as awhole. When learners are engaged in a practical lesson take into account that sometimes there are natural occurring events that take place and can be assessed separately.

From the research they conducted, the Assessment Reform Group (2002) has identified ten key principles in relation to assessment for learning. The two that stood out when looking at assessment to meet the learners’ needs are:

* 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.

2. GIVING FEEDBACK = Verbal feedback, Written Feedback.{Try to be positive, Don’t be negative candidates find this demoralising}

Throughout this inquiry process the criteria will be created in a mixture of ways. Some of the assessment pieces are created by the teacher while others will be created with the students. Furthermore, sometimes the assessment pieces will be made as a result from my observations or notes. I think the criteria should be communicated to students before the actual assessment takes place. Thus, if they do not understand this gives them the opportunity to ask any questions needed and allows myself to make any changes that are necessary. Above I have mentioned the major assessments as a rubric, oral discussion/checklist, and a self assessment. I have decided to focus mostly on students oral and drawing skills since the students in the classroom struggle with writing down full assessments. Thus, they will be able to fully express their understanding and learning without the struggle of writing everything down.

Various modes of assessment such as formative and summative assessment should be used to cater for the diversity of all students. Students will be able to demonstrate what they know and understand; from this teachers will see which areas are in need of