Assessment Methods This handout will cover: • What is assessment

Assessment Methods
This handout will cover:
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What is assessment?
Formative and summative assessment
How can you choose which methods to use?
Assessment methods: informal and formal
Peer and self assessment
Internal and external assessment requirements
Meeting individual needs
Reading list
Website list
What is assessment?
Assessment is a way of finding out if learning has taken place, it is a process of
making a decision regarding your learner’s knowledge and/or performance against
set criteria. If learning has taken place, there will be a change in behaviour i.e. the
demonstration of new skills, knowledge, attitudes, and understanding.
Assessment can take place before or when a learner commences, whilst they are
progressing, and when they complete their learning programme. These are known
as assessment types and are often carried out formatively and summatively.
Formative and summative assessment
Formative assessment checks ongoing progress, usually by informal methods
devised by the assessor. Summative assessment confirms achievement (or not)
usually by formal methods devised by an awarding organisation.
All methods used should enable the learner to produce valid, authentic, current,
sufficient and reliable evidence (VACSR).
For example:
Valid – the assessment process and work produced by the learner is appropriate and
relevant.
Authentic – the work has been produced solely by the learner.
Current – the work is still relevant at the time of assessment.
Sufficient – the work covers all the assessment requirements.
Reliable – the work is consistent and at the required level i.e. if the assessment was
carried out again with similar learners, similar results would be achieved.
Examples of formative assessment methods are using questions, quizzes,
discussions etc. This is known as assessment for learning as it prepares learners for
formal assessment.
C9020 (V1) - Copyright Ann Gravells - www.anngravells.co.uk
Gravells A & Simpson S (2014) The Certificate in Education and Training London Learning Matters SAGE
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Examples of summative assessment methods are using tests, exams, assignments,
observations etc. This is known as assessment of learning as it assesses learning
has taken place.
How can you choose which methods to use?
There are many methods you can use to assess your learners, these will depend
upon what you are assessing and where. They can be informal to check ongoing
progress and/or formal to confirm achievement. The methods you choose will be
influenced by whether you are assessing vocational skills or academic knowledge.
If learners are assessing towards an accredited programme, the assessment
methods are often stated in the qualification handbook or syllabus. Assessment
activities such as assignments might also be provided along with guidance towards
decision making and grading.
If none are provided, you will have to devise activities based upon the requirements
of the programme or what is being assessed.
Assessment methods
Assessment methods are different to assessment types, a method is how the
assessment type will be used e.g. questions for initial assessment, observation for
formative assessment, an exam for summative assessment etc.
The method can be formal or informal, formal methods count towards achievement
whereas informal methods check ongoing progress. Sometimes, informal methods
could also be formal methods depending on the situation.
Formal assessment methods
• assignments
• case studies
• essays
• exams
• observations
• oral and written questions
• projects
• recognition of prior learning
• reviewing work products/learner
evidence
• skills or knowledge tests
• use of others e.g. witness statements
Informal assessment methods
• discussions
• gapped handouts (sentences with
missing words)
• group work
• journals/diaries
• puzzles
• quizzes
• role plays
• word searches
If you are assessing a programme where the assessment activities are provided, for
example tests or exams, there is often the tendency to teach purely what is required
to achieve a pass. Learners may therefore not gain valuable additional skills and
knowledge. Teaching to pass tests does not maximise a learners’ ability and
potential.
C9020 (V1) - Copyright Ann Gravells - www.anngravells.co.uk
Gravells A & Simpson S (2014) The Certificate in Education and Training London Learning Matters SAGE
Page 2 of 4
Peer and self assessment
Peer-assessment involves a learner assessing another learner’s progress. Selfassessment involves a learner assessing their own progress. Both methods
encourage learners to make decisions about what has been learnt so far, take
responsibility for their learning and become involved with the assessment process.
Your learners will need to fully understand what needs to be assessed, and how to
be fair and objective with their decisions and any feedback given to others.
Throughout the process of peer and self-assessment, learners can develop skills
such as listening, observing and questioning. The results of peer and selfassessment are usually not counted towards meeting the requirements of a
qualification as you should make the final decision regarding achievement. However,
in the workplace, peer-assessment might be counted as proof the learner has met
the requirements of a job role, for example, if the peer is a colleague.
Internal and external assessment requirements
Internal relate to those within your organisation, such as checking a learner’s work
for plagiarism and ensuring it is authentic.
External relate to those from other organisations such as the time limit within which
learners must be registered with an awarding organisation.
Polices and procedures
Procedures must always be followed. For example, if you suspect plagiarism, you
must follow your organisation’s policy. This might require you to talk to your learner
first and establish the facts, before taking it further.
Examples include:
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access and fair assessment
appeals
authenticity
complaints
confidentiality of information
copyright and data protection
equality and diversity
health and safety
observation of teaching, learning and assessment
quality assurance
plagiarism
safeguarding
Meeting individual needs
If you have learners with any particular needs or requirements, you should consider
how you can help meet these. Always check with your organisation regarding what
C9020 (V1) - Copyright Ann Gravells - www.anngravells.co.uk
Gravells A & Simpson S (2014) The Certificate in Education and Training London Learning Matters SAGE
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you can and can’t do as you may need approval to make any reasonable
adjustments.
Some examples of meeting your learners’ needs include:
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adapting or providing resources and equipment for a learner who is partially
sighted
adapting the environment for a learner who is physically disabled
allowing extra time for a learner with dyslexia or dyscalculia
changing the date and/or time for a learner who works shifts
providing specialist support staff to improve English and maths skills
providing the assessment information in an alternative format such as spoken
instead of written for a learner who has impaired vision
using a different location which is more accessible to learners who have to travel
far
Reading list
Gravells A (2014) Achieving your Assessment and Quality Assurance Units (TAQA)
London Learning Matters SAGE
Gravells A & Simpson S (2014) The Certificate in Education and Training London
Learning Matters SAGE
Gravells A & Simpson S (2014) Passing Assessments for the Certificate in Education
and Training London Learning Matters SAGE
Read H (2011) The Best Assessor’s Guide Bideford Read On Publications Ltd
Tummons J (2011) Assessing Learning in the Lifelong Learning Sector (3rd Edn)
Exeter Learning Matters
Wilson (2012) Practical Teaching: A Guide to Assessment and Quality Assurance
Hampshire Cengage Learning
Website list
Assessment resources – www.excellencegateway.org.uk
Chartered Institute for Educational Assessors – www.ciea.org.uk
Developing Assessment Feedback - http://escalate.ac.uk/4147
Initial Assessment Tools – www.toolslibrary.co.uk
Learning Preferences – www.vark-learn.com
Literacy and Numeracy online tests – www.move-on.org.uk
Assessment - http://www.brookes.ac.uk/services/ocsld/resources/assessment.html
C9020 (V1) - Copyright Ann Gravells - www.anngravells.co.uk
Gravells A & Simpson S (2014) The Certificate in Education and Training London Learning Matters SAGE
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