Unit 3 Certificate to Teach in the Lifelong Learning Sector
Theory assessment level 4
Introduction and Methodology
For unit three, principles and practice of assessment, I am required to research the following: Principles of assessment, Peer and Self Assessment, Feedback and Questioning and Assessment Record Requirements. By understanding these areas of assessment I hope to be able to enhance the learning experience of my learners and avoid the dangers of inappropriate or even damaging assessments.
Initially when starting this unit we worked in groups to carry out research into the principles of assessment which we then reported back to the ...view middle of the document...
When researching the areas I used a number of books including: Teaching Today by Geoff Petty, Practical Teaching by Linda Wilson and Principles and Practice of Assessment by Ann Gravells. In addition I was able to find a number of interesting articles on the internet using various search engines, some of this research you may find at the end of this assignment.
According to Gravells “Assessment is a way of finding out if learning has taken place” and it should “Ascertain if your learner has gained the required skills and knowledge” (Gravells, 2009, p.7). I agree with what Gravells is saying but I think it is far more than this; I have come to appreciate during my own teaching, the power of well designed and achievable assessment has to encourage and promote further learning. As Reece and Walker state (2007, in Gravells 2009, p.7) “A test is a systematic procedure for measuring a sample of a student’s behaviour.” If the assessment is thought through and is formative then it can help to change a learner’s behaviour to a state more conducive to learning.
Assessments should be
1. Valid The right method should assess the criteria
2. Reliable Comparable to set standards
3. Authentic Appropriate for the learner, their own work
4. Current Up to date for learners current skill and teaching
5. Sufficient Enough information to cover all required assessment
6. Fair Do all learners have the same chance to pass
Durham University also adds that (Principles of Assessment, Online, 2010) “Assessment will be efficient for both students and staff such that learning outcomes are not overly assessed and that knowledge and skills can be sampled.” I would classify this under ‘Fair’ as it would probably create a situation whereby some learners could not pass. To be fair, all students must be able to take part and pass the assessment, this may require a reader or Braille materials for the blind etc.
Gravells states that to be Valid “the work is relevant to the standards/criteria being assessed” (Gravells, 2009, p.53). It is no good assuming a learner understands the whole subject based on an assessment that only covers a couple of weeks of previous work. By the same measure the assessment should not assess memory if the criteria are to assess the learner’s problem solving ability. (Learning & Teaching, Online,
On reliability, Atherton says that “A reliable assessment will produce the same results on re-test, and will produce similar results with a similar cohort of students, so it is consistent in its methods and criteria.” If an assessment relies on the opinions of an assessor then it cannot be reliable as one assessor may favour one student over another causing a biased...