Assessment PTLLS Week 9 Cate Clegg.

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Presentation transcript:

Assessment PTLLS Week 9 Cate Clegg

Assessment Aims Introduction to principles of assessment Examine different types & methods Requirements for records of assessment

Assessment Objectives Identify different types of assessment and examine how they are used Evaluate advantages & disadvantages of using different assessment methods Discuss how to involve learners in the assessment process Explain the need to keep records

Why assess? Diagnosis Feedback Standards Diagnosis establish entry behaviour learning needs/difficulties Feedback to students (on progress of learning) diagnose strengths/areas for development reinforce learning to teachers (on teaching strategies/methods) motivate students Standards maintain standards certificate achievement facilitate progression predict future performance/selection quality “safe to practice” (e.g. driving) data for QA system

When to assess? Initial Formative Summative Initial prior to start of teaching/learning Formative - used forfeedback tell learners how to improve performance diagnose strengths/weaknesses predict success in employment/future training provide feedback to trainers provide feedback to students provide profile of what student has learned Summative - used for external purposes pass/fail a student grade/rank a student select for future employment/training tell students what they have achieved

What are we assessing? Stated aims, objectives & learning outcomes Learning domains Levels appropriate to skills, knowledge and abilities of students’ learning Constructive alignment (Biggs 1999) What are ‘desired’ outcomes? What teaching methods require students to behave in ways that are likely to achieve those outcomes? What assessment tasks will tell us if the actual outcomes match those that are intended or desired?

Who assesses? Teacher/trainer/tutor External agencies Self-assessment Peer-assessment External agencies examination bodies awarding bodies (mix of internal & external assessment) - link to NVQ session Self-assessment student involvement (formative) helps towards more reflective, autonomous, effective learners (link to reflection) Peer assessment combine with other methods students assess each other provide feedback/opportunities (formative)

Assessment considerations Valid (measuring what was intended) Authentic (produced by student) Current (here and now) Sufficient (meets all requirements) Reliable (can be replicated) Safe (meets all the above) Fair (equal access to assessment) Valid Authentic Current Sufficient Reliable - consistency across assessors/occasions Safe Fair - all students should have the same opportunity to succeed

Assessment Why do we insist on measuring it with a micrometer when we mark it with chalk and cut it with an axe? Peter Ewell