Methods in Performing Assessment
Methods in Performing Assessment
I would be discussing the following four areas:
A)Principles of assessments.
B)Peer and self assessment.
C)Feedback and questioning.
D)Types of assessment records. Principles of assessments
A valid form of assessment measures what it supposes to be measured. “A valid assessment must also assess a sample of the abilities that are required in the curriculum” (Ian Reece, 2007, teaching, training and learning)
Fairness censures that everyone has an equal chance of getting a good assessment. “All learners are entitled to a fair assessment and should be given the best opportunity to demonstrate their ability” (Ann Gravels, 2008, preparing to teach in the lifelong learning sector) Authenticity:
The work produced by learner in practical life.
The work is still relevant at the time of assessment.
An assessment t is reliable when different examiners assessing the same work should award the same scores
Assessment covered by all the standards.
Method of assessments:
There is several different method of assessment. It’s a teacher responsibility to decide which is best for the learners. Initial (at the beginning, formative (ongoing), summative (at the end)
According to QCA Qualification and Curriculum Authority (2007) “Assessment for learning should be used to enhance all learners’ opportunities to learn in all areas of educational activity. It should enable all learners to achieve their best and to have their efforts recognised.” My subject area is science. I will try to use the observation, lab reports, quiz and written examination according to the individual needs of my learners. Many areas of science study involve practical work so in my opinion the observation, lab reports and research will be suitable for the formative assessment and quiz and written examinations will help me to assess my student in summative way.
Peer and self assessment:
Self assessment is a process where students are responsible for assessing their own piece of work.
In peer assessment students are involved to assess the work of other students. “The great advantage of peer assessment is that it provides a way of sharing good ideas and best practice” (Susan Wallace, 2007, Teaching, Tutoring and Training in the lifelong learning sector) The Self and Peer Assessment tool allows students to provide a review of their own work or provide reviews of their peers’ work. Self and peer-assessment are often combined or considered together. They have many potential advantages in common.
•They encourage students to become independent learners and can increase their motivation. •Helps students to become more responsible and involved. •Encourages students to critically analyse work done by others. •Gives students a wider range of feedback.
“Peer and self-assessment help students to develop the ability to make judgements”. (Brown, Rust and Gibbs, 1994, Assessment for Learning in Higher Education)
Feedback and questioning:
Feedback is information provided to a learner for the purpose of improving performance towards a goal. Feedback works because it helps learners close the gap between their actual and desired performance on an assignment. Feedback can help to encourage and motivate the learners. “Designing assessment and giving useful feedback on their learning are perhaps the more significant element of the work of teachers.”(Phil Race, 2007, making teaching work) Questioning can be used to assess knowledge and understanding of the learners. “Questions are not really useful for assessing skills, but can inform you if your learner has the knowledge to backup their skills.” (Ann Gravels, 2008, prepare to teach in the lifelong learning section) Questioning is crucial to the way teachers manage the class, engage students with content, encourage participation and increase understanding. Every question demands a response so that questions inevitably generate communication.
Assessment records Recording
Recording provides the platform from which teachers can base their reporting to others and is a mechanism for evaluating learning and teaching. “If you are teaching a programme which does not lead to a formal qualification, you will still need to record learner progress.”(Ann Gravel, 2008, planning and enabling learning in the lifelong learning sector) These are the some assessment record which I will use to meet organizational and external requirement. Application forms:
Application forms can be used to determine the individual learning plan of learners.
Portfolios attempt to pass information to learners and other teachers about learner’s progress and achievements in all areas of study. Tracking sheets:
Tracking sheet is a helpful tool to assess the ongoing progress of students. It is important to keep the tracking sheet to assess the ability and quality of their work during the course. It is important to keep the tracking sheet to assess the ability and quality of their work during the course.
Assessment processes are an essential part of everyday classroom practice and involve both teachers and learners in reflection, dialogue and decision making. Teachers require the professional knowledge and skills to: plan for assessment; observe learning; give feedback to learners and support learners in self-assessment. A review by peers is very supportive and helpful method of giving feedback. Self assessment is also an effective strategy. Feedback helps the learners to improve specific points or to help plan their learning as well as questioning is also a useful skill to assess the current knowledge and ability of the learners. We must use different types of assessments records for example, journals, portfolios, application forms etc.
www.city and guilds.uk
Ian Reece, (2007), teaching, training and learning. (A practical guide) Susan Wallace, (2007), teaching, tutoring and training in the lifelong learning sector. Ann Gravels’, 2008, planning and enabling learning in the lifelong learning sector. Ann Gravels’, 2008, preparing to teach in the lifelong learning sector. David Minton, 2005, teaching skills in further an adult education. Danies, 1998 adult learning adult teaching.
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 1 October 2016
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