Transcript Slide 1
Diploma in Teaching in the Lifelong Learning Sector Assessment for Lifelong Learning (Units 5, 18, 12 ) Aim: • To identify the theories and principles of assessment and enable utilisation of assessment practice at appropriate stages/intervals using a variety of methods. Objectives: By the end of this module, delegates will be able to: • Identify the types and methods of assessment commonly used in lifelong learning • Conduct and record assessments in line with internal and external processes and communicate assessment information to other professionals involved in the assessment process. • Identify theories, principles and application of assessment to their own teaching practice. • Recognise the need to set learner’s individual learning goals using inclusive learning and teaching approaches in line with internal and external processes. Objectives continued: By the end of the module, delegates will be able to: • Evaluate ways to improve own practice. • Review the effectiveness of own assessment practice in meeting the needs of learners. Key points when judging assessment evidence: • Do I understand the Marking Criteria/ Assessment Outcomes/ Assessment Criteria? • Have I taken account of standardisation / moderation requirements? • Does the criteria enable my assessment to be objective, e.g. are they SMART? • Are the evidence requirements met, e.g. as specified in the qualification guidance document(s)? • Do I know who to ask, or where to look, if I am unsure about my judgement or the evidence presented? • Is the evidence Valid, Authentic, Reliable, Current and Sufficient (VARCS)? • Am I able to make a sound judgement that I can substantiate and that will allow me to provide constructive feedback to the learner? • Have I completed all the required assessment documentation accurately? • Have I informed others involved in the assessment process? Exercise: Assessment feedback Activity: Spend 10 minutes thinking about and making notes, for discussion with the whole group, about what factors to take account of when considering the “feedback” part of the assessment cycle. You should remember, this relates to the assessment strategy that has been designed for a course/programme. Clue: Think beyond physically giving feedback to a learner. Also think about what, when and how in terms of the assessment strategy, i.e. the feedback strategy. Key points when considering feedback: • It must follow a prescribed / predetermined strategy that dove-tails to the assessment strategy. • It must occur at predetermined intervals, e.g. at half-termly tutorials, monthly, within time specified for external exam results, etc. • You should specify how feedback will be given, e.g. verbal, written or both • Written feedback must be on approved documentation (sometimes prescribed by external bodies) • Will it be individual or group? All feedback must be objective, constructive and inform an action plan, e.g. assessment plan, ILP, etc. Review of Progress: Key points: Must form part of the assessment strategy and should review performance of the Course, Tutor and Learner. Must take account of: Assessment results Learner feedback / surveys Success, achievement and retention (SAR) EQA requirements and feedback Lesson observations Benchmarking Historic data Progress reviews should inform: Programme/course design, SOW, Lesson Plans, Tutor’s PDP, Validity & reliability of assessment methods used and course viability Exercise: Assessment Methods In groups, spend 10 minutes listing as many methods of assessment as you can think of and their use, e.g. multiple choice, essay/test. (Write your suggestions on flip-chart) • • • • • • • • • • • • • Short answers Essays Multiple Choice Practical work or Workshop Tasks in the field Project reports Diverse evidence (witness statements, Audio, Video) Reports of visits or industrial training Verbal reports of interview Group activity assessment Workplace observations or work experience tasks Quizzes Progress charts (self assessment) Assessment Methods: In groups, complete the exercise below before discussing as a whole Group: a) Which of the methods discussed previously are suitable for Peer and/or Self Assessment - why? b) Why are Peer and Self Assessment important for evaluating Learning? Assessment Methods: Assessment through questioning - the two types are? • • Verbal Written How many types of questions are there? Four main types They are: • Closed or Open • Diagnostic • Comparative Assessment Methods: Closed questions: A closed question can be answered with either a single word or a short phrase, “yes” or “No” Closed questions have the following characteristics: • They give you facts. • They are easy to answer. • They are quick to answer. • They keep control of the conversation with the questioner. Can you suggest some uses and examples when assessing learning? Assessment Methods: Open questions: The aim of an open question is to illicit information - a long answer Open questions have the following characteristics: • They ask the respondent to think and reflect. • They will give you opinions and feelings. • They hand control of the conversation to the respondent. Can you suggest some uses and examples when assessing learning? Assessment Methods: Diagnostic questions: The aim of a diagnostic question is gain more explicit and targeted information – e.g. about the nature of the issues and problems. Diagnostic questions have the following characteristics: • They tend to probe in more depth into respondents earlier answers • They often begin with “What”, “Why”, or How”. • They require more in-depth thought and analysis and/or a sharing of opinion from the respondent. • Diagnostic questions will often reveal information about the respondent’s own feelings and values Can you suggest some uses and examples when assessing learning? Assessment Methods: Comparative questions: The aim of a comparative question is to test the respondent’s understanding of concepts and ideas. Comparative questions have the following characteristics: • Questions are usually phrased as directed comparisons, e.g: “Is brown bread more nutritious white bread?”. “How would you compare teaching children to adults?” • The question may be a follow-on from information given by the respondent to an earlier open question, e.g: “You mentioned you now drive a diesel car. As diesel fuel is often 10p more per litre than petrol, how does this enable more economic motoring?” Can you suggest some uses and examples when assessing learning? Terms of Assessment: Activity: In groups spend 10 minutes discussing what you think the terms mean, make notes and be prepared to feedback to the whole group with examples. (1) (1) (2) (2) (3) (3) (4) (4) (4) Formal Profiling Informal Criterion-referenced Subjective Norm-referenced Objective Continuous Competency-based Terms of Assessment: Term used: Formal • Learner performs under strict test conditions • Could be examination • Usually leads to certification Informal • Feedback given regularly to allow student to assess progress • Q & A sessions • Class assignments or tests Terms of Assessment: Term used: Subjective Objective • No one set answer • Value judgement by marker • Easy to set, difficult to mark • e.g. essays, practical & oral tests • Only one correct answer • All markers would arrive at the same outcome • Difficult to devise, easy to mark • e.g. multi-choice, true/false, completion, matching items, etc. Terms of Assessment: Term used: Formative Summative • Ongoing – during course i.e. modifications can be implemented • Designed to improve teaching & learning & identify learning difficulties • More likely to be informal assessments • At the end of the course • Determines overall effectiveness of outcomes • Often leads to formal qualifications • Tests criteria of exam syllabus or competency based qualifications Terms of Assessment: CONTINUOUS • • • • • • Ongoing throughout the course May contribute to grade of final assessment Encourages student motivation Short term goals can be achieved Some students do not perform well in formal examinations e.g. NVQs, GCSE (currently!), AS, Masters Degrees, etc. Terms of Assessment: COMPETENCY BASED • • • • • Competency judged against Assessment Criteria, or PC’s Observation checklist often forms part of assessment Used in the workplace, vocational qualifications Mastery fits this model, i.e. credit what you can do No pass/fail, no examinations e.g. NVQ’s Terms of Assessment: CRITERION REFERENCED • • • • • Compares performance against set criteria No limit to number of attempts If standards met, then learner passes No limit to numbers achieving the qualification e.g. Driving Test, NVQ’s, etc Terms of Assessment: NORM REFERENCED Refers to standardised tests that are designed to compare and rank test takers in relation to one another – normal curve of distribution. Norm-referenced tests report whether test takers performed better or worse than a hypothetical average student, which is determined by comparing scores against the performance results of statistically selected group of test takers, typically of the same age or grade level, who have already taken the exam. e.g. SAT exams, IQ tests, some GCSEs (probably all in future!). Terms of Assessment: NORM REFERENCED Terms of Assessment: PROFILING A document that can record assessment of learners across a wide range of abilities, including skills, attitudes, personal achievement. Linked with PC’s, Range, K&U, etc. Standardisation / Moderation of Assessment Decisions (1) What is Standardisation / Moderation? (1) What’s the difference between them? (1) What is the purpose of Standardisation / Moderation? (2) Who is involved? (2) How are they involved / what do they do? (2) When are they involved? (1 & 2) EQA and IQA – discuss ………….. (inc. assessment sampling)