Priciples and Practice of Assessment

Topics: Educational psychology, Assessment, Education Pages: 13 (4694 words) Published: July 24, 2013
Understanding the Principles and Practice of assessment Lisa Watkin UV30563

Rationale
On researching the subject of Assessment I have observed that it is an essential and ongoing part of teaching, influenced by the curriculum, led by the teacher and via feedback and questioning for and from the students, It is a two way exercise, and benefits both teacher; as it makes lesson planning much more structured, and learner as their learning becomes tailored around them. Looking at the principles of assessment, I have been paying much more attention to how assessment works within my lessons, I chose to research the Medals and Missions, using articles I found on the internet and the book Teaching in The lifelong learning Sector Scales.P (2008) I plan to use the medals and missions in future tutorials, as I feel it will provide a clear and unambiguous marking structure, set out at the beginning, therefore understood by the learner, and a way of achieving learners goals, to assist learner led lesson planning and ILP’S. I researched under the Peer and Self Assessment heading, how simple techniques, such as allowing learners to mark each others tests, or listening to one another giving a presentation, what a useful learning experience, it is for them to see things from another persons perspective, which may offer a clearer understanding of a subject than the teacher alone can deliver. The topic I chose for my presentation and researched in more detail, was the effects of feedback and questioning, this was because as my lessons are predominantly practical, enhancing my methods of feedback and questioning, is a skill I can utilise to its full potential, plus it is an informal and formative assessment method that fits in perfectly with my own lesson structure. I found the book Classroom Assessment Techniques 2nd Edition Angelo, T. A and Cross, K. P, very helpful in researching this subject and found lots of useful assessment techniques, I learnt that it is best to choose just one or two assessment methods per term, and get them perfected than to try too many different ones at once. The record keeping subject was predominantly learned from notes from one of my peers lessons on the subject, as there is only so much you can find out about record keeping, I had an excellent insight into the subject already from a previous teaching experience, I worked at a very professional college, where we received excellent training on how to construct a CPD file, teaching file and the learners file, as there was a specific layout and criteria that must be included, as set by the awarding body. Methodology

To conduct my research, I have been reading various articles from the internet, and the books mentioned in the bibliography. I have also found the notes from previous lessons very helpful. I have been attempting to use more methods of informal assessment within my lessons, to ensure my learners have understood all the relevant information, and where we need to expand the knowledge, mainly through questioning, but also via observation of their work, and on occasion given a multiple choice test, or interactive crossword to check knowledge gained so far, and see where to focus next.

Principles of assessment
Assessment basically is checking that learning has occurred, and the methods we use to obtain this information, according to Assessment reform group 2002 “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”. There are certain principles and techniques teachers may use to obtain the relevant information from learners, which is then utilised to plan further lessons, such as- The use of effective icebreakers, these allow learners to express their own initial ideas about a topic, or to reflect on prior learning. They...

Bibliography: Assessment reform group 2002 [internet]
Angelo, Thomas A., and K. Patricia Cross (1993) Classroom Assessment Techniques: A Handbook for College Teachers 2nd Edition, Jossey-Bass Publishers
QIA (2008)The Quality Improvement Agency for Life Long Learning [Internet]
The Highland Council, (2006 website) [internet] available from www.highlandschools-virtualib.org.uk
Scales. P (2008)Teaching in The lifelong learning Sector; Maidenhead, Berkshire
Open University Press, McGraw Hill Education.
Wallace. S (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector; 3rd Edition) Exeter, Learning matters.
Wolf. A (1995) Competence Based Assessment; Buckingham, Open University Press.
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