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.

What do you want to take away by the end of these two-days relating to assessment in Lifelong Learning?

• A tool of measurement (benchmark, standard setting)

• Reflection on performance

• Method of determining whether learning has taken place

• Method to determine progress

What is assessment?

Assessment is:

The purpose of assessment:

• Gives learner immediate feedback and increases motivation

• Can see if mastery is achieved/evidence of competence

• Identifies strengths and weaknesses

• Any problems can be addressed

• Motivates both student and teacher

• Can help select candidates for jobs/courses

• Prediction of an individual’s potential

• To meet requirements e.g. national curriculum, certification etc.

• Diagnosis of teaching and learning

Assessment - content included in PTLLS:

S.M.A.R.T.:

Valid, Authentic, Reliable, Current & Sufficient (evidence)

Assessment records:

As required by Awarding Organisation for certification & EQA. Internally for IQA, moderation, standardisation. Externally for EDI, funding bodies, Ofsted, other quality standards, etc.

V.A.R.C.S:

Specific, Measurable, Achievable, Realistic & Time-bound

Stages of assessment:

Initial/Diagnostic, Formative & Summative

Assessment methods:

Observation of practice, Presentations, Work products, Portfolio of evidence, Professional discussion, Projects, Puzzles/quizzes/games/word search, etc., Q & A, Projects, Simulations, Tests, Self-assessment, Peer assessment, Reports/research/dissertations, etc.

Exercise 1:

Where do we start when designing an assessment strategy for a course/programme?.

Spend 20 minutes thinking about and making notes, for presentation to and discussion with, the whole group:Scenarios1) You are a course leader and your team of teachers will be

delivering a new externally accredited course/programme beginning next term. As a team it is your responsibility to design the assessment scheme for the course. Describe how you will go about this.

2) You are a training practitioner for a large organisation. You have designed an in-house course. You now need to work out how you will assess your learners during the course. Describe how you will go about this.

Cont’d/

In both scenarios you must also consider:What are we measuring?

• Competence, i.e. the consistent application of knowledge and understanding to practice.

• Knowledge

• Understanding (higher level of application of knowledge)

• Reasoning

• Problem solving

• Other Personality traits/types (e.g. ability to work as part of a team, leadership qualities, etc)

• IQ

How will each of the above be measured?

Cont’d/

In both scenarios you must also consider:Finally:

• When will assessment occur? Will it be modular, linear, holistic, or synoptic?

• Can knowledge be inferred from observation of consistent competent performance?

Where do we start when designing an assessment strategy for a course/programme?Externally accredited course/programme:

• Programme/course syllabus or National Syllabus / National

Curriculum

• Qualification Handbook (sometimes called ”Centre Guide”, or “Qualification Specification”)

• National Occupational Standards (NOS) Guide for Awarding

Organisations

Where do we start when designing an assessment strategy for a course/programme?In-house course/programme:

Internal requirements for:

• Standards of performance (could be based on NOS, ISO, IQA, etc.)

• Job specifications

• Skills matrices

• Supplier/Customer requirements, etc

• Competence frameworks (may be required to meet customer

requirements or EQA)

Exercise 2:

Summary of Key points:• Are assessments against clear SMART objectives, or criteria?• Have you considered VARCS?• Have you taken account of the assessment cycle in your strategy?

Initial Assessment:

Summary of Key points:• To determine entry requirements are met

• To test knowledge, understanding and competence entry requirements are met.

• To test learner’s understanding of the course or programme being applied for (to ensure learner’s perception of the course/programme is accurate)

• To ascertain learner’s aspirations

• To test personality, problem solving skills, IQ, etc. (only factors relevant to course type and content)

• To ensure relevant RPL.All the above inform:• The learner’s ILP and individual support requirements• Course / Programme / SOW / Lesson Plans

Exercise 3:

Assessment Planning and Activity:

Spend 15 minutes thinking about and making notes, for presentation to and discussion with the whole group, about how you will put your strategy (from previous exercise) into action:

• Consider what needs to be incorporated in Schemes of Work & Lesson Plan

• Programme delivery, e.g. frequency and type of assessment and review in competence/work-based qualifications (QCF NVQs)

• Equality, diversity & inclusion issues – being proactive• Influence on learner ILP• Frequency and type of assessment• Qualification requirements of delivery staff• Learner progress & achievement monitoring• Course/programme monitoring and review – methods & frequency• Records required• External requirements, e.g. EQA monitoring, Ofsted, etc.