Transcript C&G 7407 Stage 3 - Education - Graduate School of Education

PGCE
Evaluation of Assessment
Methods
Why do we assess?
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Diagnosis: establish entry behaviour,
diagnose learning needs/difficulties.
Feedback to students on their
progress, identify strengths and
areas for development; reinforce
learning, motivate students.
Maintain standards, certificate
achievement, facilitate progression,
qualify as ‘safe/competent to
practice’, provide data for Quality
Assurance Systems.
Formative Assessment
Strategies
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Diagnostic
Prognostic
Incentive
Achievement
What do these mean to you?
Formative Assessment
Strategies
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Diagnostic
Primarily used to identify needs and to determine prior
knowledge of participants. Diagnostic assessments
usually occur prior to a learning experience.
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Prognostic
Action taken to put in place learners needs as identified at
the diagnostic stage of assessment in order to give full
support.
Formative Assessment
Strategies
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Incentive
Goal/target orientated assessment identified during
feedback in order to allow learners to fully achieve
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Achievement
Reinforcing targets/goals already achieved as part of
learning programme.
Formative Assessment
Techniques
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Formative assessment takes place
during the course and informs
tutor/learner of how they are
progressing.
Question and Answer
Supply type questions
Selection type questions
Projects
Assignments
Essays
Practical Tests
Summative Assessment
Techniques
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Summative Assessment takes place
at end of the Course, unit or topic
and is used mainly for certification.
End of Course/Unit exams
Supply type question – short answer
tests - student’s own answers
Selection type questions (True/false
alternate – choice) Multiple choice
answers.
Final Projects
Final Assignments/Portfolio
Essays and Practical tests
Norm and Criterion referenced
Assessment
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Norm referenced apply to end
examinations and practical
tests, to ensure the normal
curve of distribution.
Criterion referenced
assessments apply to
assessment of assignments,
projects, objectives and
competences.
Assessment Terms
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Validity - how well does the test
measure what it is supposed to test?
Reliability – how consistent is the
measurement of the test, use of
different examiners and marking
schemes.
Sufficiency – how much in quantity
does the test require in order for it to
reach the standard required, word
counts.
Authenticity – is it the student’s own
work, how can this be checked?
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responses….
1.
The purpose of assessment is to provide feedback
students on their progress.
2.
Initial assessment is carried out
evidence to
before the course begins in order to
assess the needs of the learner.
3.
If the tutor does not
match the needs of the student correctly to the
course, it can result in the student withdrawing from the Course.
4.
The three main forms of assessment are
initial, formative and
summative.
5.
An example of a competence based assessment model is shown in
National Vocational Qualifications
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responses….
6.
There are several ways of assessing student competence; one is
observation in the workplace and another can be oral
written questioning.
7.
Assessment must be
fair
exclude any students with a
8.
10.
reliable to all learners; it must not
disability or learning difficulties.
and
When providing feedback, assessors must not crush students
confidence or
9.
and
self-esteem.
Feedback must always end on a
positive
note.
An externally marked assessment is often known as an
exam.
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responses….
11. Examples of methods of assessment include:
observation, examinations, tests, questioning,
presentations
12. Norm referencing assessment is:
exam based, tests, GCSE’s, A-levels - looking at
best marks
13. Criterion referencing assessment is:
evidence based against performance criteria –
task driven
14. What is the role of the tutor in the assessment process?
to support and aid progression, help action plan,
give praise on achievement, motivate learners
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responses….
15. Why is it important to keep records of students’ progress and
achievements during their learning programme?
to check progress against criteria/ course time
16. Who are the external stakeholders of your organisations?
employers, current and potential students,
awarding bodies, LSC, LEA’s, local community,
government
17. What types of assessment information do stakeholders (internal and
external) need to know?
achievement figures, grades, levels, numbers at
grades,
18. What types of assessment information should be withheld in the
interests of the learner?
failure rates, names of individual students,
appeals against assessment decisions
Check list for giving student
feedback (1)
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Relate your comments to the
assessment criteria.
Keep time short from submission to
feedback.
Substantiate a grade/mark with
comments.
Balance negative comments with
positive ones.
Ensure negative ones are
constructive.
Follow up written comments with oral
feedback, if time allows.
Checklist for giving student
feedback (2)
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Make further suggestions for
improvement, further reading or
development of key points,
ideas.
Always end on a positive note.
Adapted from: Gibbs et al, 1986)
Evaluation of own
Assessments
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You will need to review and evaluate
your assessments regularly.
Answer the questions on pages 369
– 370 in Reece and Walker to
assess the reliability and validity of
your assessments. This is to ensure
you identify any problems that may
occur in your assessment
procedures.
Evaluation Models
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There are two effective ways of
evaluating:
SWEET Model: Strengths,
weaknesses, effectiveness,
efficiency and training needs.
CIPP Model: Context, Input,
Process, Product. (Stufflebeam
1971)
Adapted from Reece and Walker
pages 407 – 408.
Assessment Records
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Purpose of keeping assessment
records
Proof that assessment has taken
place
Details of:
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Who was assessed?
What was assessed?
Date and time of assessment?
Where assessment took place?
Others involved in the assessment?
Why and how assessment took place?
Tracking Sheets
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Record of students’ progress.
Indicates date of assessment.
Grade achieved – pass or refer.
Date Unit/Assignment completed
Can be computerised or hand written
Ensure relevant legislation is
followed.
Can be used for audit purposes.
Thought for the day…………..
….”Many teachers working in FE express two
major anxieties about assessing their students:
first, they are concerned about the increasing
prominence of assessment and the time devoted
to it often at the expense, they feel, of student
learning; second, they worry that much
assessment they are required to carry out does
not do justice to the richness of the learning
experience they know their students have
undergone….”
Source: Teaching and Training in Post-Compulsory Education; Armitage et al, page 190
Finally……..
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Standardisation
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Enables consistency and fairness of
assessment decisions across all
assessors.
Quality Assurance
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Confirmation that assessors are
assessing and making decisions
correctly.
Internal and external moderation takes
place throughout the year.
Assignments and observations are
sampled for accuracy, consistency,
fairness, sufficiency and authenticity.