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Kate Thomson NCFE – Level 3 Award in Education and Training Assignment Group C Understanding Assessment in Education and Training

1. Understand types and methods of assessment used in education and training. 1.1 Explain the purposes of types of assessment used in education and training. Assessment is important to both the teacher and the learner. The teacher needs to assess the learner to ensure learning is taking place and the learners need the feedback from assessment to further engage and motivate them and to confirm their commitment and understanding in the process. Effective assessment will emphasise what learning has taken place as well as any deficiencies in understanding that need further explanation. Taken positively it is a useful tool in helping to place learners in the learning curve by way of evaluation or measuring progress in formal or informal ways. Assessment can also be done by the leaner by way of self-assessment and peer assessment whereby the learners assess another learner’s progress. Both of these method promote the learner sot have an active part in their own learning and assessment process. There are different methods and types of assessment used in education and training and their purpose within the learning process determines when they are used. I have summarised them below along with the most useful purpose for these types of assessments. 

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Initial Assessment is used prior to, or at the start of the learning process and is used to identify individual learner needs and any special support requirements. This assessment may take the form of interviews, questionnaires or application forms. Diagnostic Assessment is used prior to, or at the start of the learning process and is used to assess whether the learner has the necessary knowledge and skills to participate in the course or programme of learning they have chosen and highlight whether they may need any specific help and support to succeed. Formative Assessment The name formative is a bit misleading as this is actually informal ongoing assessment for learning. It is used informally during the learning process to check understanding, track progress, identify strengths and highlight any weaknesses requiring further support as well as providing the learner with feedback with can help to inform their further learning. The assessments can take the form of quizzes, questioning, role play, work sheets, etc. Summative Assessment is the formal assessment of learning and is used at the end of the learning process in order to measure achievement and can lead to the learning gaining formal qualifications. The assessment can take the form of exams, dissertation and assignments etc.

In my role as an NRW Education Officer I tend to question leaners as I go so in a habitat study context I would be asking how many different species they found and the numbers of them followed by what this tells us about the wider food chain etc. The answers back will help me to gauge whether they have fully grasped the subject by the context of the answers. I also use work sheets, quizzes and games. The assessment is continued throughout the session so I can adapt my teaching style or the

activity where appropriate. I favour a quiz at the end as a plenary to the session rounding the day off with meaningful evaluative assessment.

1.2 Describe characteristics of different methods of assessment in education and training. There are numerous different methods of assessment some are more formal than others, some are written while others are more practical. I have taken what I consider the most common main methods and identified their characteristics; Interview/meeting with learner – the learners is asked a range of planned questions to determine their prior knowledge, skills and levels of understanding. Questioning – By the use of open and closed questions the teacher can test understanding and determine the level of learning. Worksheets – The way in which the learner fills in the questions and tables on the work sheet reveals their knowledge and understanding. It can be used as observation assessment too. Quizzes –A quiz is a form of questioning but with a competitive element and can be an informal level of assessment with fun factor. Discussions- Leaners reveal their knowledge, skills and understanding by discussing around the subject and by the further questions they then ask. Practical activities and /or demonstrations – Learners carry out a practical activity such as making elder beads using tools which demonstrates their skills and they are assessed by observation while they do the activity or at the end. Group work – Learners are assessed by being observed carrying out their practical or theoretical learning in a group context. Presentations – This can be done in a group context or individual and the learners are assessed by the delivery of the presentation or on the context and ICT to show their knowledge and understanding of the subject. Essays, assignments and dissertations– These are formal pieces of written text (like this one) produced by the learner to show their applied knowledge and understanding to a question in the subject matter. They can test understanding as well as academic skills such as using bibliographical referencing and being contained within a limited word count. Formal exams – These are formal tests carried out under strict exam conditions to prevent cheating and are conducted in a given timeframe. They usually lead to formal qualifications.

1.3 Compare the strengths and limitations of different assessment methods in relation to meeting individual learner needs. The table below shows the strengths and limitation for the assessment methods I have described the characteristics for in Q1.2 along with how they meet the learner’s individual needs.

Assessment Strengths Method Interview/meeting Can ask learner specific with learner – questions both open and closed to gain a better picture of the learner.

Questioning

Can use open and closed or multiple choice questions to suit the assessment and learner needs. Can test reasoning skills as well.

Worksheets

Can be completed individually or in pairs or groups, great for recording as part of a practical activity. Good for lower abilities of learners. Can be completed individually or in pairs or groups, great for recording as part of a practical activity. Can be a fun activity. Can use multiple choice answers. Less emphasis on writing. Gives insight to the learners understanding.

Quizzes

Discussions

Limitations

Meeting learners individual needs

Can be a stressful experience and not show the learner in their best light. Requires strong communication skills to be most effective. Closed questions do not reveal much so emphasis needs to be on open questioning. Questions have to be clear to avoid ambiguity.

Questions can be related to the specific learner.

May not be challenging enough for higher ability learners. Need dry conditions to use them so may not be suitable for outdoor activities. Resource heavy. May be too competitive for dome learners and turn some off. Need to be unambiguous questions as they are subjective.

Not everyone may be willing to participate in the discussion. Need to use teaching strategies to engage everyone.

Can use open and closed or multiple choice questions to suit the assessment and learner needs. Maye suit dyslexic leaners or those who prefer to explain orally rather than in a written context.

Good for lower abilities of learners, it can also help with sequence of instructions as the learners can refer to the sheet for next activity or how to do the activity. May not be challenging enough for higher ability learners – need further extension work to differentiate if the finish early.

Can be a wide range of types of question with something to suit everyone. Potential to have differentiated questions.

Teacher needs to use different strategies to engage as motivate all leaners participation. Can ask specific questions to specific learners on things they will succeed in answering and this will promote confidence.

Practical activities and /or demonstrations

Group work

Physically involves learners and can be done individually, in pairs or groups to suit the individual learners. Suits kinaesthetic learners. Can be practical or theoretical Encourages participation in the learning and participation.

Presentations

Can use ICT skill and be delivered individually, in pairs or groups.

Essays, assignments and dissertations

Best suited to academic subjects. Encourages wider reading round the subject and improves knowledge and understanding. Can use open and closed or multiple choice questions to suit the assessment and learner needs

Formal exams

Needs a strong chair to keep the discussion on the topic at hand. Need confident contributors. Not all learners will be willing to participate and others may dominate.

Not all learners will be willing to participate and others may dominate. May prove difficult to assess non contributors. Requires selfconfidence to deliver in front of an audience. Can involve a lot of stress to some learners. Need strong academic and written skills. Time consuming to write and mark.

Can be very stressful for learners. Good performance is dependent on the day. Does not take into account illness or lack of sleep the night

Activities can be delivered individually, in pairs or groups to suit the individual learners. Physical impairments may hamper some learners and adaptations to the session may be needed. Suits kinaesthetic learners.

Need to use inclusive teaching strategies to engage and encourage all to participate. May need to adjust group order or size to encourage this.

Suits strong ICT skills, oral and visual learning styles.

Suits higher ability and read/write learners. Dyslexic learners can access ICT support. Leaners can use own time frame to complete the work in.

Can use open and closed or multiple choice questions to suit the assessment and learner needs. Suits read/write and higher ability learners.

before etc. Invigilators needed and strict timekeeping. 1.4 Explain how different assessment methods can be adapted to meet individual learning needs. It is important that teachers are aware of when assessment methods may need to be reviewed or adapted to suit individual learning needs. As part of the initial assessment these needs should have been identified and then monitored through on going assessment. Once a teacher recognises that a learner may benefit from a different method of assessment in order to have the best chance of achieving success they should liaise with other people, who are involved in the assessment process to check what they can and can’t adapt. These people may be internal to the organisation or external and should be approached for support. Consideration should always be given to equality and diversity. Gravells (2013) p152 advises; “Always check with your organisation regarding what you can and can’t do as you may need approval to make any adaptations or changes”. Assessment methods can be adapted to meet individual learning needs in the following ways; 

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Assessment materials can be translated for bilingual learners in the language they feel most comfortable being assessed in especially if they do not speak English as their first language or Braille or larger written materials provided for the visually impaired. Use of sign language for learners with hearing impairment. The terrain of the environment may need to be adapted for those with mobility issues. Activities can be adapted to suit learning preferences such as more hands on activities for kinaesthetic learners and more paper based activities for read/write learners. Physical impairments can be considered i.e. adopting written assessment methods for hearing impaired learners if this would suit them better than a discussion or a discussion for dyslexic leaners who struggle with written records of assessment. More time given to those with a recognised impairment such as dyslexia. Use a closer location for the assessment if there is one and the leaners is travelling a long way. Keep up to date with new technological advances that may benefit ICT skills for learners. Change the time, date or location of the assessment if the learner has strong reasons what they need the change i.e. for child care or family issues. Provide specialist 1:1 support if necessary such as scribes or translators.

2. Understand how to involve learners and others in the assessment process. 2.1 Explain why it is important to involve learners and others in the assessment process. “Learners should be involved in the assessment process from commencement to completion” states Gravells (2013) p g170. It is important for teacher to involve learners in the assessment process in order to; 

Ensure that the learners know what is expected of them during the assessment process and that they are fully aware of the process.

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To ensure that all their prior knowledge and skills are taken into account before the learning process begins and is monitored during the process. Leaners have the opportunity to inform the teacher of anything which has the potential to affect their learning, or achievements. Allow the learner to take ownership and responsibility for their own learning and the opportunity to change or adapt it accordingly. An opportunity to feedback to teachers if they have any concerns or issues. To agree action plans, dates and targets. To maintain engagement and motivation for learning. Allow learners to reflect and evaluate their own learning at the end of the learning process.

Ways that teachers can involve their learner sin the assessment process include the following strategies;   

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Questioning allows for direct conversation between learners and teachers and the use of open ended questions prompts further discussion. SWOT analysis allows learners to self-assess their own Strengths, Weaknesses, Opportunities and Threats and adapt accordingly in the learning process. Discussions often informal following teacher questioning can help to check on a learner’s progress and look at ways of helping with achieving success. In a more formal discussion information may be gathered to help form a formal assessment plan such as an ILP Individual Learning Plan. These form the basis of the assessment methods in my own role within Natural Resources Wales. In addition to the relationship between the teacher and the learner it may become apparent that other people need to be involved in the assessment process and Gravells (2013) pg171 gives the example “to inform others of any particular learner requirements to ensure consistency of support”. This ensures assessment is necessary, relevant and effective.

The teacher may need to consult;     

Parents /guardians/ carers / social or probation workers. Colleagues/teachers /Course tutor/ support staff including 1:1s to ensure consistency of approach. Internal and external quality assurers to ensure consistent quality. Employers and supervisors of the learner is also working in a relevant role. Mentors and any other roles that may be relevant to the individual learner.

2.2 Explain the role and use of peer and self-assessment in the assessment process. Peer and self-assessment are methods of learners assessing their own work or the work of each other and is shown to be helpful in the learning process because it helps to develop their own understanding of the success criteria they need to follow and to take greater responsibility for their own learning. Peer assessment can be used within the assessment process by learners;   

Observing others Assessing their peers work anonymously if necessary Giving oral or written feedback

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Possibly marking each other’s work against the success criteria Suggesting how peers can improve their work possibly highlighting strengths and making suggestions for improvements.

Self-assessment can be used within the assessment process by learners;       

Setting their own personal goals or targets in relation to the success criteria Self-evaluating against set learning outcomes Keeping journals of learning Answering questions to help them identify their own progress Comparing their current work with previous work or targets Award themselves feedback or grading Make suggestions for further improvement to their work.

2.3 Identify sources of information that should be made available to learners and others involved in the assessment process. The following information should be made available to both the learner and other parties involved (discussed in Q2.1) in the assessment process in order to gain a full picture for assessment;        

The course criteria, standards and learning outcomes to identify the expectations and outcomes. On-going assessment records taken throughout the learning process. Assessment decisions, progress reports and feedback records. Achievement records Assessment policy and guidance Any awarding body requirement The format of the course indicating the start and completion dates, duration of course and timings of expected assessment. Resources and reading lists

The sharing of this information with ‘others’ involved in the learning process needs to be considered in light of data protection and confidentiality legislation, policies and procedures. By having access to the complete picture of the course this should help the learner and those individuals concerned with their learning journey to see the full picture of what the learner has achieved already and what can be done to help them further succeed.

3. Understand the role and use of constructive feedback in the assessment process. 3.1 Describe key features of constructive feedback. If a leaners is to be successful on their learning journey they need to know how they are progressing and this is where a teacher constructive feedback can help to stimulate their self-esteem and motivate them to improve further. Gravells (2013) pg 175 explains that feedback “should be given in a constructive way and include specific facts which relate to progress, achievement or otherwise in order to help your learners develop”. The main characteristics of constructive feedback are;

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It should be informative and identify to the learners their strengths, weaknesses and further areas for improvement. It should relate directly to the subjects learning criteria. It should be encouraging and motivating feedback that the leaner can positively use. The timing of the feedback is important ass it should be given as soon as possible. It should be respectful, clear and honest. It should start and end with a positive comment.

Praise and encouragement should be given but not just in an evaluative sense such as “Well done” instead it needs to explain what they did well or what they need to improve on. Teachers should make sure they know the name of the learner so they can give personal feedback and use appropriate wording and body language. The best constructive feedback is the two way variety so that the leaners can ask questions in order to check they understand the feedback for it to be effective. Constructive feedback should be given by way of the “praise sandwich” whereby the teacher tells the learner what they have down well first, then any areas needing improvement and sandwiching this with another positive comment to end with a motivating statement. Gravells (2013) pg 176.

3.2 Explain how constructive feedback contributes to the ...