Understanding the Types and Methods of Assessments Used in the Lifelong Sector

The aim of this assignment is to understand how types and methods of assessment are used in the lifelong sector. Assessment takes place any time in learning process, it can be question and answer, test, discussion, home works and so on, it help to check the level of grasp of a topic which has been studied. It can be done in an informal or formal way. In lifelong sector, assessment are used in formal way in order to check that learning process has happened.

It goes from initial, diagnostic, formative and summative assessment. The initial assessment is done at the beginning of the cycle for the purpose to identify student level, past experience and suitability. the diagnostic assessment is done to check student prior learning, level, degree of grasp. the formative assessment takes place while learning is happening, in order to check progress, assessing the study, evaluating student and learners performances. summative happened at the end of the process in order to show the evidences of study which occurred, find outcomes and think about career progression.

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Students must respond to these requirements by participation and meeting the target in order to be considered.

Methods used in the initial assessment are application forms, questionnaires, practical Q&A, interview. In diagnostic assessment, methods used are multiple choices, set numeracy and literacy test, free style. In formative assessment, the method used are: observation, targeted questionnaires, essays, home works, in class test and so on.

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For summative assessment methods used are dissertation, exam, portfolio, theoretical and practical questions, reports and so on. Overall, the methods of assessment are: direct which means evidences of the student’s assignment, and indirect which is proof and opinion from examiners. In numeracy, we can use direct observation, direct written questions, direct oral questions, indirect self assessment, indirect peer assessment, group work. They are useful to meet learners needs because they demonstrate student skills, recall grasp, value and appreciate the point of view, and level.

In numeracy, the assessment method used are mental calculation, written calculation, activities, computerised calculation. Electronic programmes are used such as excel, microfit and others but there is also a set of quality standards provided electronically by the numeracy awarding body. This development provide the quality structure for educational assessment and guidance, they are also helpful to provide code of practice. This development help to assess students impartially and gives quick results. It is convenient when technology is working normally, however it can be misleading when technology is faulty, however students who are not confident in IT can feel disadvantaged and those who are traditional can consider it like artificial intelligence. When using Observation in numeracy, it helps as primary method of assessment for practical science. It useful to identify naturally occurring pattern.

It is a perfect way to check if theoretical notions are applied in real fact, it could be used formatively or summatively in ways such “do” or “don’t ” problems. The disadvantaged for observation are: costly, need to be double checked for precision, may be subjective, record of performances are not permanent, can’t confirm theory or support cognition with evidence, not very solid. Written questions could be in short answer and multiple choices. The short answers is used to strengthen study, assess understanding. It is perfect as introductory, plenary, homework or examination. It is simple, rapid to mark, ideal for remembrance and can be used as formative or summative assessment. The disadvantages are answer not profound and could be enlarged if necessary for more precision and some time answers are just guess randomly. Multiple choices are a best way of assessment, they go from low to high level of knowledge, can help to test lot of topics because answers are straight, easy to mark, results are reliable, questions can be changed in many ways(flexible),high level of accuracy in marking, can be used for formative or summative assessment. The advantages are difficult to prepare, answer can be easily guessed, student can easily rely on past paper and just guess answer in the exams.

The last method group or pair work which help students to share responsibilities in assignment, it motivate them for success and achievement to maximize results, build and upgrade their confidence, it help to channel experience and skills, it is applicable for formative and summative assessment. The disadvantages are: it help weakest student to pretend, it is hard to assign outcomes in individual basis. The ways of involving learner in the assessment process are to ensure that: learners are involve and included in the choice of their own learning, effective planning of assessment for learning the curriculum requirements, individual learning styles are taken into account, resources and methods are adapted to benefit learner and teachers, there is collaboration whilst learning together, constructive feedback are available for moving forward in short and long terms, there is a sense of motivation for learning rather than for getting grades; there is a directed path for continual improvement, growth and independent learning.

The best way of involving learners is giving feedback and analysing them. Feedback is discussion between tutors/ assessor and students. It helps to demonstrate strengthen, provide advice on weakness and shows the place where there is need of improvement. Feedback should be done in constructive way without altering student confidence. Effective feedback aims to test personal skills listening, objectivity and explaining. It should be done immediately after the assessment, be two ways procedure by asking student to express their thought about the module or programme, and to see if there could be improvement, be encouraging to build confidence, be smart, positive and constructive by finding an equilibrium between positive and negative opinions. For negotiating with students and setting target for them, there should be criteria which assess the level of satisfactory according to level of score obtained such as fail, pass, merit, distinctions and so on. Teacher needs to be assertive when stating the result of assessment using professional and academic English, avoid using the word fail instead using alternative words such as need further training or refer. 

Self assessment and peer assessment are concept related to reflective practice. The two kinds of assessment are connected with the capability of self judgement and imply a critical check up of the individual student. It is important when testing a student’s evaluative and feedback skills. Peer assessment focuses on getting knowledge from each other or sharing ideas and experience between colleagues. Self assessment is oneself evaluation when you want learn from your own work, checking your strength and wishing to improve your weakness. Some researcher such as Kolb (1984) with ‘the learning cycle which relies strongly on the concept of reflection which implies self-assessment’; Boud(1995) also stated that ‘learning and development will not happen without self-assessment and reflection.’ some practices requiring self assessment and peer assessment are: Micro-teaching, tutorial, feedback of learners. Self assessment is indirect, derived from other methods of assessment, permits to describe, evaluate and reflect, helps students to develop responsibilities for self learning, helps students to write records, progress and aid reflection, the disadvantages are comments are made by self instead of specialist, it is hard to be objective, is just restricted to the degree of the profile document. Peer assessment also is indirect, derived from other methods of assessment, put together ideas and feelings from same kind of people, its feedback is informal, it helps also reflection; the disadvantages are peer can be ignorant of the standard and can compare the material to something of lower standard.

The desire to keep records of assessment is important to teachers, students, peers, seniors and the entire organisation. It is done in small substantial amount progressively until the end of the program. They are kept at each stage such as punctuality, regularity, hard working, tests, home works, class works, involvement in activities and so on. They help teacher and the organisation to remember things that happened and serve as guide to other. They are kept according to some logical sequences such as time, alphabetical order, name order, programmes, courses and so on. The can be saved in paper records or keep in a database or in a computer programme People allowed to see records are: students, teachers, colleagues, managers, quality unit, parents, schools, employers, awarding bodies, auditors, inspectorate. Quality assurance enlarges the degree of confidence in the measure of assessment and the decision taken throughout the assessment, they are rules and regulations for making sure that assessment is reliable and effective.

The aim of quality assurance is to make sure the originality of product nationally, to set the in and out requirements equivalent, makes them available at the view of stakeholders regardless of the place where their qualifications was taken. The quality assurance must be standardized, moderate, showing evidences, ratified by referee and also approved under a guidance of an awarding body. Keeping records in an organisation is very important because it allow organisation to follow up the progression of students. It may seems overly administrative, specially in more informal setting, but students need to know the way of their progression. Having records helps to motivate students for more success by beating their targets. Records must keep in a safe place and that students performances are confidential. The Data Protection Act 2000 requires that students are aware about information of their records is being stored and also suggests that their information is not pass on to others organisation without approval. Record must be saved with students agreement. There should be transparency and approval must be core for Data Protection.

Overall assessment is continual process which needs to be monitored regularly for progress and success for both students and teachers. Everything is interconnected.


  1. HILLIER Y.(2005) Reflective teaching in further and adult education. Second edition. continuum London. UK
  2. SCALES P.(2008). Teaching in the Lifelong Learning Sector. Mc Graw Hill Education. Berkshire UK.
  3. WILSON L.(2008). Practical Teaching A Guide to PTTLS &CTTLS. Cengage Learning EMEA. Hampshire. UK.


  1. http://www.basic-skills.co.uk/resourcecentre http://www.learndirect-advice.co.uk/hepingwithyourcareea/jobprofiles/ http://www.teachers.ash.org.au.researchskills/dalton/htm

Reflective learning journal

In this assessment, I’ve learned about the types of assessment in lifelong sectors , the assessment cycle and types used. I am now able to understand the assessment cycle which goes from initial, diagnostic, formative and summative. Now I can grasp the concept of assessment, it cycle and it application in the lifelong sector. I am able to distinguish the methods of assessment, and the ways of using them in order to meet learners needs. I could easily grasp the strength and weakness of the methods of assessment, their advantages and disadvantages and the ways of creating more activities to help learner progress in their studies.

Practically, I understood that assessment is cycle and is on going process, when delivering, I will start by initially assessing my learners, then give them diagnostic assessment, taking them to formative which is done at each step of learning then, the summative assessment which is is step stone towards qualification. Methods of assessment are various they helps to create more activities making the learning more interesting and giving motivation to learners to have various activities for a good understanding.

The ways I could develop my cognition is to take nothing for granted, assuming nothing, all learners must go to the all process not matter their background. The assessment cycle is imperative and must be completed and also monitored. Assessment methods are various and must be applied in order to reach good results. Assessment is a process and must happen in every step of learning process.

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Understanding the Types and Methods of Assessments Used in the Lifelong Sector. (2022, Mar 25). Retrieved from https://studymoose.com/understanding-the-types-and-methods-of-assessments-used-in-the-lifelong-sector-essay

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