Assessment

In order to improve the way I assess learning:

According to Gravells (2012: 89) “Assessment is a way of finding out if learning has taken place. It enables you to ascertain if your learner has gained the required skills, knowledge and/or attitudes needed as a given point towards their programme of learning.” I will be using the assessment cycle to show how types of assessment are used. The assessment cycle is usually followed and will continue until the qualification and been achieved by the learner. The cycle consists of five steps:

 

1. Initial assessment: these are done before the course starts and can begin with an interview and/or examination to assess potential and suitability. Francis and Gould (2009: 69) say: “These will provide an indication of the level of skills or knowledge already achieved… likelihood of success if the learner is accepted onto the course.  A judgment can also be made as to the level if the course…” A more formal way of doing this would be through diagnostic assessment. This strategy identifies and assesses learners’ capabilities and needs, which highlights their learning styles and any support they may require to progress. (Wilson: 2008)

 

2. Assessment planning: following organisation guidelines, suitable methods of assessment are agreed upon and setting appropriate target dates. This stage must be: specific, measureable, achievable, realistic and time bound. (SMART)

 

3. Assessment activity: this relates to the methods used to assess. Records of this must be maintained. Several types of assessment are used in lifelong learning. Informal assessments (discussions, quizzes and journals) are used to check the learners progression and do not necessarily count towards a qualification. In contrast, formal assessments (exams, essays and assignments) count towards a qualification. 

 

4. Assessment decision and feedback: judgments are made about the learners’ achievements and constructive feedback is given. This can also be done through self and peer assessment. 

 

5. Review of progress: learners’ progression is reviewed, which gives them the opportunity to discuss possible improvements.

The cycle can be used to maintain consistency, which ensures fairness. (VACSR) (Gravells: 2011)