* Reliable. The assessor should have an understanding and competence within the subject they are assessing this is called occupational competence. This ensures that the correct decisions are made in regards to the knowledge and competence of a candidate. * Valid. The decision made by an assessor should be the same decision other assessors would arrive to.
It ensures that you articulate learning clearly for students. Learning outcomes allow students to know what they are learning what at they are expected know at the end of instruction. Student Learning Outcomes specify an action by the student that must be observable, measurable and able to be demonstrated. Within this unit of instruction
Task 1 – An initial understanding to the needs of your learners. Evaluate different methods if initial, diagnostic assessment that you might use with your learners. Which services are available for learners who need extra help & support? Initial assessments are used to measure student’s levels and skills. The results of these assessments are used to plan the support needed for individuals.
Student records, attendance, achievement and disciplinary details will be some of the information kept. By assessing need I can gather the information required to enable me to plan and design a suitable learning experience that can be delivered satisfactorily. My responsibilities are many and varied; from ensuring that the course delivers on its aims and outcomes to satisfying the students’ learning needs both from a course material perspective and any further assistance they may need to complete the course. By making good use of the assessment and evaluation parts of the TTC I will be able to ensure that I am meeting their needs and that the course is delivering the content and standard that is expected. Boundaries are ethical and course and student related.
The teacher should have the ability to check learners understanding during lessons. It is important that the teacher recognises learners may respond in different ways to feedback and should adapt techniques accordingly. Evaluation of the course is essential to ensure it is up to date and still relevant, that it meets the needs of the learners, and that objectives and learning outcomes are being achieved. Self-evaluation is also important to ensure teaching techniques are appropriate and that the
Learning Outcome 1 – Understand the principles and practices of assessment 1.2 Define the key concepts and principles of assessment The key concepts and principles of assessments include: Fairness – Assessment must be objective and tied to criteria stated by examining body. Internal and External checks in samples of marking are needed at regular stages to ensure the validity of the assessment decisions made. Reliability – The assessment decisions must be by an assessor with competence in the discipline the work relates to so as to ensure a judgement that is informed by a professional perspective. Validity – Decisions must be justified with clear referencing of assessment criteria stated by the examining body. Another Lecturer should be able to award the same grade for the piece of work as the same standardisation method is the barometer NOT the opinion of the assessor.
At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information. Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998). This condition requires the collection, analysis of, and response to information about student progress. The most common procedures of formative assessment include the following. Feedback.
McMillan (2011) contends that quality assessment measures involve establishing credible performance standards, communicating these standards to the students and providing feedback to students on their progress. Scherer (2009) indicates that in her opinion, there is an over emphasis on test scores, and that multiple measures need to be used more effectively to achieve quality assessment. Understanding different ways of combining multiple measures assists in choosing appropriate measures for various educational purposes. McMillan (2011), Ch.1. p. 5, supports this and states that assessment ‘is much more than simply testing’.
That meant the instructor should select learning tasks that are worth learning and develop this content in ways that help students to appreciate their significance and application potential to analyze the students and identify learning styles, such as active or reflective students. These learning styles can be categorized with the relevance portion of Keller's ARCS model because they assist in matching a student's motives. The first subcategory in relevance strategies is goal orientation. Relevance strategies highlight how the students' previous experiences and skills can be used to help them understand, learn new concepts, and link to students' needs, interests, and motives. This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays.
However, we should strive to make assessment as objective, fair and transparent as possible. Assessment plays a crucial role in the education process: it determines much of the work students undertake (possibly all in the case of the most strategic student), affects their approach to learning and, it can be argued, is an indication of which aspects of the course are valued most highly. Formative versus summative assessment This is the distinction between assessment which is mainly intended to help the student learn and assessment intended to identify how much has been learnt. Formative assessment is most useful part way through a course or module, and will involve giving the student feedback which they can use to improve their future performance. In practice, to varying degrees, most forms of assessment probably try to do both although the end of course exam where the only feedback received is a mark is almost totally summative.