Ctlls Unit 3 Principles and Practice of Assessment

Unit Three Principles and practice of judging Methodology Firstly we had signalize during classes from our inform on the categories of concepts and principles of respectments, how to bestow contrastive guinea pigs of sound judgments and more(prenominal) or lesswhat of the strengths and pallidnesses of these rules, the role of feedback and sceptical in the judicial decision of study and the different flakes of estimation books and their uses.Next we each look intoed these topics, to do this firstly I employ dissertateions with my mentor, observations of colleagues sessions, banters with my helpmates and paygrade and reflection of my spring birth article of faith sessions. My unessential research consisted of academic books, net profit sources, as identified in the bibliography. I chose this approach because it gave me the widest point of resources, change tuition and views on the subjects.I could then(prenominal) collate the primary and secondary r esearch to write my precis and form my opinions on the research I had undertaken. The focus of my research was on concepts and principles of legal opinion, the different grammatical cases of appraisals and how to use these, the different judicial decision regularitys avail fit along with their strengths and weaknesses especially peer and ego legal opinion, what is feedback and how to exonerate it utile and reviewing and recording prentice continue and carry throughment.This precis bequeath then change me to better evaluate my sustain practice and assistant me to ensure I undertake the judgement process more effectively in the future. precis Assessment is rough several functions at once It is to the highest degree reportage on disciples achievements and ab knocked out(p) training them better by expressing to them more actualizeably the goals or our curricula. It is around measuring student learnedness it is about diagnosis mis concords in order to att rat iocination to students to learn more effectively.It concerns the quality of the pedagogics as well as the quality of the encyclopedism. Ramsden (2003). Assessment is a even process that en fitteds both schools and pupils to evaluate the progress of a learner and bemuse judgements about the learning. These judgements then guide the coach and learner towards the intended learning outcomes, goals that argon to be achieved and just about(prenominal) modifyments required to obtain the desired qualification. estimable practice is to reflect and evaluate later each judgement as this bequeath give you the chance to improve in the future.The programme broadcast or qualification handbook is the starting focus when aimning judgements. These will state how the subject should be pri defined, and will give discipline and steering in the form of an judicial decision strategy. little (2009). If the subject you ar teaching is with an official awarding body, they whiteth orn alike accommodate some requirements with regards to estimations that a tutor should be familiar with. When readiness perspicacitys you should ensure they argon valid, authentic, current, commensurate and reliable (VACSR).This shadow be through by waiting yourself-importance what, when, where, why, who and how questions for example, does it assess what is in the syllabus? Remember that minds should never discriminate or shut out whatever learners and should endlessly let in equality of opportunity. There argon cardinal forms of legal opinion Assessment of Learning this is basically what the learner has learnt at the moment. It measures association retention and uses grading and/or go overs. This is summative judging. Assessment for Learning (AFL) this determines learners goals/ scars to build a program or course.This type of sagaciousness focus more on the gaps in learners knowledge sort of than teaching the whole subject and about finding faults and fixing them (monitoring cash advance). This is formative sagaciousness. These 2 forms of assessment atomic number 18 both choo suss outd by man-to-man learners and fraternity unless I think that AFL is a more valuable creature for the idiosyncratic learner as it is a great deal more marrow squashd on where a learner is in their learning, where they convey to go, what is the best way to get in that respect and allows while to achieve their full potential (learner foc utilise).The Assessment tame theme (1999), list AFL having and learning * AFL should focus on how students learn * AFL should be discover as central to classroom practice * AFL should be regarded as a key overlord skill for teachers * AFL should be sensitive and constructive because any assessment has an emotional impact * AFL should take account of the importance of learner motivation * AFL should promote commitment to learning goals and a sh ared pick uping f the criteria by which they are assessed * Lea rners should conform to constructive guidance about how to improve * AFL develops learners capacity for self-assessment so that they screwing become reflective and self-managing * AFL should recognise the full range of achievements of all learners.These principles mean providing effective feedback that enables learners to improve and plan the side by side(p) steps adjusting our teaching to take account of the results of assessments, including focusing on the whole person their qualityings, skills and barriers recognising the influences of assessment on motivation and self applaud of learners as well as learners taking responsibility for their feature learning which in turn foundation inspection and repair with knowledge retention and the need for learners to be able to assess themselves and run across fully how to improve through peer and self assessment and reflection.This assistants with the next steps needed for only learning. AFL is a particular view of learning that b elieves all learners backsideister improve and achieve their full potential, that ability is incremental non fixed. Within these forms of assessment thither are different types of assessments that are apply at different points throughout a learners learning journey and these different assessments may be formal or daily.Formal assessments are usually found on the results of standardised tests or former(a) exams that are seduce under controlled conditions, the criteria is oft periods set by the awarding body or organisation and the results tin brook contribute to the final grade. Informal assessments are methods of measuring a learners dressance by casually watching their behaviour or using other on the loose(p) assessment methods, they check ongoing progress and the criteria are often decided by the tutor. The main types of assessments are symptomatic/initial, formative and summative and ipsative.Within my experience at the training centre of the YMCA and within most HE organisations the first assessment that learners would come across is Diagnostic/Initial assessment. Initial assessment occurs prior or at the start of a course. It is utilize to find a starting point for learning, making the development of a learning plan possible. During initial assessment you keister start to build up a picture of an various(prenominal)s skills, achievements, interests, previous learning experiences and goals, and the learning needs associated with these goals. Skills for life forward motion programme (2008).Diagnostic assessment besides occurs at the beginning of a course and then when needed throughout. It is use to assess more unique(predicate) skills like a skills check would and to delineate learning strengths and needs. Diagnostic assessment also helps to determine learning targets and appropriate teaching and learning strategies to achieve them. Skills for life improvement programme (2008). These devil assessments types are often done at the same time and are ratiocinationly linked, together they help the tutor and learner build a turn over picture of the individual to personalise the learning and develop an ILP.When under taking these two assessment types a range of methods should be used to ensure the learner is able to deliver their strengths and weaknesses adequately. Use assessment methods that are relevant to the individuals interests (vocational realm or life interests), select a commix of methods to suit them and their circumstances and study to gather study from other areas, for example, observe the learner on a drill placement if possible.There are many assessment methods that fuck be used during initial and diagnostic assessment, here are a few enrolment forms these raise give you the basic information about an individual, however, they may not put all relevant information on this form such as any learning difficulties or ethnical needs. APL this drive out mean in that location would be no need for the learner to duplicate ply done previously but the criteria may not be the same and you would need to check currency of the act as.Interviews these allow tutor and learner to get to know each other and discuss any issues in more depth whilst enabling the tutor to see how much a learner knows. The disadvantage with this method may be that the planning has not been done cautiously or thoroughly to ensure the uniformity of questions between learners and some learners may not react well in this circumstance. Observations this gives a broader picture of the learner and how they perform in a range of contexts expectant insights into their strengths, team bet etc.Disadvantages with this method are time constraints and if a learner feels nervous of being observed you may not get a true picture of their abilities. Online assessments/tests results are generated instantly, easily immingle with other methods and can take place at a time to suit all parties. However, clear target s need to be set, may be technical problems and what is actually being assessed. Is the learner electronic computer literate? At the YMCA I wordd a short general computer knowledge diagnostic assessment treatsheet for my learners. This worksheet consisted f naming different parts of a computer along with writing a brief description of what each listed bundle could be used for. I used this after an initial assessment free discussion with individual learners to ascertain their aim of computer knowledge as well as a basic writing assessment. The diagnostic worksheet then allowed me to assess their knowledge further so that I could devise ILPs with each learner to cover any gaps in their knowledge, help them to achieve agreed goals and to offer further conduct to those learners that required help with writing skills.The next assessment type that may be used is Formative assessment. This type of assessment is ongoing during learning and is used to express the student how the lear ning is proceeding as well as relative the teacher about the achiever of the teaching. Reece & Walker (2007). Formative assessments are used to enhance learning therefore the goal of formative assessment is to improve. William and unappeasable believe that what a learner is taught is reflected in what they are assessed.Formative assessment can be characterised as Assessment for learning. This type of assessment can produce non-threatening results as they are scored but not al ways graded, send and immediate feedback, structured information as tutors can see success and plan improvements and learners can see progress as well as experience success and they produce ways to improve by allowing the tutor to revisit areas that need further development and allowing learners to allow additional hold open or time on areas they performed less well on.As this type of assessment is ongoing many methods are used. In my subject area of ICT within the YMCA the courses are not accredited so there is no awarding bodys criteria to adhere to. As ICT is a truly hands on subject I use observations often in formative assessments. Gravells (2009) suggests that the advantages to observations are enables skills to be seen in action, learners can make a mistake enabling them to realise what they restrain done wrong, can assess several aspects of a qualification at the same time (holistic). correspond to Reece & Walker (2007) there are four types of direct observation assessments, globose impression look and describe what you see, this method has no structure and lacks reliability. Semi-structured a number of circularise questions relevant to the tasks, answers to the questions are written either during, or after observation. Rating schedules tutor rates a act on say a five point scurf, personal interpretation of scale can cause unreliability and finally Checklists dog whether a special(prenominal) feature of the task was or was not carried out.My observations are m ainly informal and consist of watching what the learner is doing and asking questions about why they contribute done something a certain way etc. When I have done a formal observation I have used the checklist formative assessment as I agree with Reece & Walker that this type of observation is less open to personal interpretation, the criteria is clearly set out and if being used by the learners as peer or self assessment they have a clear understanding of what is required and what is to be achieved.Other methods I have used in both teaching at the YMCA and South Cheshire College have been questioning (both direct and indirect oral), ten-fold choice as these can test a variety of levels in blooms taxonomy from knowledge, understanding and high, discussions these allow freedom of views and learning from peers, amazeations assess skills, knowledge and can help with confidence but if a group presentation some learners may do more work than others so it is important to assess ind ividual contributions, assignments and projects these help to ensure that the knowledge has been understood and retained, tutorials used to discuss progress and address any issues, tests assesses skills and knowledge, however, some learners do not perform well in test conditions and may need additional support to overcome this or if possible an alternative assessment method, traffic lights used as a visual nub to show understanding. During the courses at the YMCA in the next academic year I intend to introduce an informal mid-unit assessment. This will allow time to review, reflect and revisit any areas of weak understanding or areas that learners have struggled with. If assessments are left till the end of the course there is no way to revisit these unlearnt areas.I am aware of online assessments but as of yet have not used these, mainly because the courses at the college that I have been teaching on do not use them and at the YMCA there is not reliable facilities for online a ssessment/testing. I do intend to look further into this aspect of assessment once the new premises at the YMCA are finished and I think that the learners would benefit from online assessments as these can assess both cognitive and practical abilities. However this method of assessment needs to be monitored carefully to ensure who is actually taking the test/assessment, is the software or hardware up to date and that extensive objective testing is not done as this can result in learners guessing the answers. Summative assessment is on completion of learning.This may be at the end of a course or programme or may be at the end of a unit or topic. It is mainly used to see if the learner has learnt the material and is capable of going onto further learning. Brown (2001) suggests the pop the question of summative assessment is to give a license to proceed to the next stage of graduation (certification). Reece & Walker suggest that summative assessment is to reciprocate the needs of s ociety. Both of these quotes imply that this type of assessment is about grades and is to show that the learner has the knowledge and at what level (pass, merit, distinction) to continue or not (failed). These grades do not always tell the learner why they achieved a certain level or why they failed.Summative assessment can be characterised as Assessment of learning. Many of the methods used for summative assessment are the same as formative assessment but often done in a formal setting rather than an informal setting. During my teaching at the YMCA I have used the following methods for summative assessments Individual presentation knowledge, skills, creativity, performance, design and communication, exam demonstrating knowledge and understanding, performing procedures and demonstrating techniques, Portfolio managing and development self, oral exam and observations for learners with reading and writing difficulties. Ipsative assessment can be used as a form of self assessment. It is assessing present performance against the prior performance of the person being assessed. They do not always relate to any external criteria or make comparisons to the performance of other learners. My teaching at the YMCA I have used this type of assessment mainly during feedback sessions, where learners and I will discuss previous work and present work, what has improved and what could still be improved upon. Another way to impose ipsative assessment is to encourage learners to assess their own work, to select the best writings for their records of achievements folders and to identify areas for improvement. This can then be continued with self-evaluation of progress during sessions/lessons and on unique(predicate) tasks.There are many more methods to use during assessments each with its own advantages and disadvantages, such as Accreditation of prior learning (APL), buzz groups, case studies, discussions, e-assessments, homework, journals, professional discussion, project s, puzzles and quizzes, reports and dissertations, role play, tutorials, tests, etc. The main disadvantage to any assessment method is that many learners and tutors may not be use to them as some of them may be new and innovative or there may be a lack of technology available. By ensuring tutors are up to date with assessment methods and a variety of methods are used learners will benefit by being able to fairly show their strengths and weaknesses in a range of circumstances, therefore, it is best practice to use a blend of methods to get the best and most reliable results for your learners.Two other types of assessments I would like to investigate further in this radical are ego and peer assessment. These are often combined or considered together and have many potential advantages in common. consort assessment can help self assessment. By judging the work of others, learners gain insight into their own performance. Peer and self assessment help students develop the ability to ma ke judgements, a necessary skill for study and professional life. Brown, Rust & Gibbs (1994). relentless & Wiliams research Inside the black box concludes that self assessment is an essential component of formative assessment if it is to be used to improve student learning.I agree with the findings of this research in that self assessment is a skill that should be encouraged and developed as it can have a confident(p) effect on learners performance and motivation. Peer and self assessments are used to enhance learning by change magnitude learner involvement in the learning process, increasing social interactions and combining in others, facilitation of individual feedback and to help focus learners on the process rather than the product. For both peer and self assessment to be successful cruddy states that criteria must be understood by students. students must be taught to get together in peer assessment for this helps develop objectivity for self-assessment.. students should be taught to assess their progress as they proceed keeping the aims and criteria in mind. This means that tutors should plan lessons that will teach learners to collaboration skills and make it visible as a part of the classroom, criteria could be provided by the tutor or devised by the learners and could also include a mark scheme, making these judgements about other(prenominal) persons work can clarify a learners own understanding of the subject. During teaching at the YMCA I used self and peer assessments in group projects. I gave the project a final mark but used these assessment methods to give individuals within the group label. To do this I got the learners to peer assess each other and based my individual marks upon these peer assessments. However, I was aware that there could be problems with this method such as some learners being too generous with marks or too low with marks. To overcome these problems I checked the grade to ensure consistency throughout the group and set out clear mark schemes. Another method of self assessment I use is learning loops Petty (2009).This is where at the beginning of the next piece of work the learner will write a target from the last piece of work and then work towards that target, then I will mark this work with that target in mind and comment as to whether the target was met or if any improvement was shown. This method was useful with my learners in get them to reflect upon their own work and take responsibility for their own learning as well as helping with their motivation. I have also used an adaptation of the feedback sandwich, called the Peer assessment Hamburger (included in my portfolio). This assessment activity was stipulation to the learners to assess each others work they first had to write about something positive about the piece of work then something to work on and how to work on it, then something positive again.This method was successful in my group of learners as getting them to receive any f orm of constructive feedback or advice is difficult, so by praiseful first they were more willing to listen and act upon the points for improvement. This method also helped the learners to gain skills in judging and evaluating work which in turn helped with self assessment/evaluation techniques. It is important to follow up on the improvement points at a later stage to ensure that an improvement has been make or to offer further assistance or teaching in that area if necessary. These areas for improvement were also noted in ILPs during tutorial sessions as ornamentations and Missions, medals are what has been done well this may be the work itself (product) or may be the effort and planning (process).Missions are information about what needs improving along with how to do this, they are not criticism but advice and help to near the gap between where learners are and their goals. I believe that peer and self assessment are two very important and useful methods of assessment as what ever a person discovers himself is what they really know. Shapiro (2003). A learner needs to know where they are in their learning, where they are going and how to get there, these two methods help learners to understand this and achieve much more. Feedback simply put is the passing of information to the student of their ability to perform a task Reece & Walker (2009).Although feedback is about giving the learner information on how they have performed it is much more than this, it is about progression, motivation, encouragement, self-esteem and confidence, promoting communication, improving standards etc and is a two way process. During all the research I undertook for this part of my paper I found one thing in common throughout, that feedback is a very important and all-powerful musical instrument in relation to achievement when done constructively and properly. The most powerful single moderator that enhances achievement is feedback Hattie (1999). Feedback can be formal or info rmal, it can be written, verbal or online, and it can be given after an assessment or during a lesson or tutorial. Whichever form feedback takes it should be constructive, descriptive not judgemental, specific, fully understood and timely.Feedback is used often during formative assessment and Sadler (1989) suggests three elements of enhanced feedback are science of the desired goal, evidence about present position and some understanding of a way to close the gap between the two. This means the learner needs to have some understanding or concept of the goal being aimed for, learners need to be shown the comparison with current level of performance with that of the goal and learners should be shown ways in which the gap between the goal and current level can be closed. It is important to prepare learners for feedback to help them gauge how well they are doing, to actively involve them in the assessment process and to help them to understand the feedback. To do this you should agree the purpose of the feedback prior to the assessment, state the type of feedback to be used, show learners how their work.Written feedback is important for giving positive encouragement and correcting errors but is more effective if this feedback is accompanied with dialogue where possible. This dialogue or discussion can improve learner involvement and ownership of the feedback and create a deeper understanding of what was done well and what can be done to close any gaps. too Gravells (2009) states that you need to appreciate that how you write it may not be how they read it. It is easy to interpret words or phrases otherwise to what is intended. Therefore when using written feedback you need to use a level of language suitable for your learners, make it clear how the required outcomes were met and what to do next. exploitation some form of feedback sandwich or hamburger is a steady-going form for written feedback as this nestles the negative between two positives. This makes i t more likely to be listened to and acted upon, whereas starting with a negative can fall in the learner from listening/reading anything further. Another form of written feedback is comment only marking, this provides learners with a focus for progression instead of a riposte or punishment for their ego as marks can. Comments can be made in books, in a learning diary or journal for example. Learning journals are useful for tutors and learners to track the progression of these comments and see improvements.During feedback sessions there should be time for questions as these will help to open up the assessment process and eliminate ambiguity. Using questions to ask learners how they feel they have done prior to giving them your feedback allows them to consider their own achievements, gives them the opportunity to realise their own mistakes, or reflect on what they could do differently. Gravells (2009). Also learners may need time to reflect upon the feedback they have been given an d then have questions to it later, time to discuss these questions at the earliest opportunity should be made. Another important point in the feedback process is timing.Feedback should be given as soon as possible whilst the task and goal are still fresh in both the tutor and learners minds. Peer feedback is another useful form of feedback. This enhances learners active engagement in learning, can attach the amount of feedback they receive and they can receive it quicker than a tutor can give sometimes, it uses higher level thinking skills as it requires invoice and justification. The process of reviewing someone elses work can help learners understand what is considered good work and increase their ability to achieve. Peer feedback should be monitored carefully as not all learners will be accustom to this and there may be some friction amongst your learners.To help overcome this allow practice sessions on peer assessment and feedback, set clear assessment criteria, stress that al l will gain as much from reviewing the work of their peers as from any feedback they receive, use tutor-selected groups to peer assess and feedback work, have multiplex peers review work, reviewers should feedback immediately, orally preferably, and tutors should explain clearly the best feedback method of Medal and Mission as suggested by Black & Wiliam. As well as giving feedback on assessments you should review learners progress at regular intervals on a one-to-one basis. This will allow you to incite learners, plan for future learning and assessments, discuss any concerns, learners can ask questions, enhance learner involvement, update ILP, review your lessons and differentiate effectively, ensuring that the needs of your learners are met, and that they are being challenged to develop to their full potential. Gravells (2009).The review should be set at a suitable time for both the learner and tutor, be used to plan future assessments and targets with SMART objectives and you should ensure that all relevant records are available, etc. When doing any type of assessment, review or feedback there are records that need to be unbroken, this is important otherwise how would you know what your learners have achieved? Gravells (2009). Assessment records are used by tutors, your organisation, awarding body, regulatory authority, stakeholders and learners. Records can be electronic, paper or a mixture of both. The types of records I keep at the YMCA are ILPs, feedback sheets, tracking sheets, assessment forms, lesson plans, schemes of work, evaluations and review sheets.These records are kept in their original forms and used to help me plan future lessons and make any adaptations to existing courses if necessary, keep track of learners marks to be able to see any progression and if a learner loses work I have a record of when it was handed in, marked and what mark it got, what feedback they receive to help learners know what they did well and what needs furthe r improvement and how to do this improvement also feedback sheets can be used by an IV or EV to check your judgements and assessments are fair, and to keep a record of learners progress, areas that need attention, learning difficulties etc if any, agreed goals and targets. Whatever method or type of record is used there is legislation that must be adhered to with regards to these records and the information held within them. These legislations are Data protection Act (1998) and Freedom of information act (2000). These acts cover how the information about living eople is used and stored, and give learners the right to see any information held about them, so tutors need to be aware that anything they write about a learner they can see at any time. Records should be kept organised, up to date, confidential, legible, accurate, see to it and only kept for as long as necessary. Once these records are no longer needed they should be destroyed in a secure manner such as double shredding an d bagging for paper based records, and hard drive cleaners to ensure computer based records are completely deleted. Assessment is a large part of the work teachers, tutors and trainers it is an ongoing process throughout a learners educational journey and can be the most difficult part of the teaching process. There is recognition here that assessment is more than an isolated judgement of a specific performance that is should be integrated into a system of reviewing, recording and inform achievement which teacher and student are at the centre of. Armitage et al (2007). Bibliography Books Armitage et al (2007), Teaching and training in post-compulsory education, 3rd Ed, Berkshire, Open University call forth Gravells. A. (2009), Principles and practice of assessment in the lifelong learning sector, Exeter, Learning matters Ltd Hattie, J. (1999), Influences on student learning, University of Auckland, New Zealand Inaugural professional lecture paper Petty G (2009), Teaching today, 4 th Ed, Cheltenham, Nelson Thornes Ltd Ramsden.P, (2003), Learning to teach in higher education, 2nd Ed, Routledge. Reece, I. & Walker, S. (2007), Teaching, training and learning a practical guide, 6th Ed revised, Tyne and Wear, Business learning Publishers ltd Shapiro, (2003), Case studies in constructivist classrooms and teaching, Lanham MD, Scarecrow press. Websites Assessment reform group (1999), available from http//nationalstrategies. standards. dcsf. gov. uk/secondary/assessment/assessmentforlearningafl accessed 06 July 2010 Brown, Rust & Gibbs, (1994), available from www. lgu. ac. uk/deliberations/ocsd-pubs/div-ass5. hypertext markup language accessed 04 July 2010 Department for education and skills, available from www. dfes. ov. uk accessed 04 July 2010 Excellence gateway, available from www. excellencegateway. org. uk accessed 04 July 2010 Petty. G, Feedback Medal and missions online for sale from www. geoffpetty. com/feedback. html accessed 05 July 2010 Queens University Belfast, available from www. qub. ac. uk/directorates/AcademicStudentAffairs/CentreforEducationalDevelopment/Resources/Assessment accessed 06 July 2010 Sadler, (1989), available from www. leeds. ac. uk/educol/documents/00001862. htm accessed 03 July 2010 The Higher Education Academy, available from www. heacademy. ac. uk/ourwork/teachingandlearning/assessment accessed 06 July 2010