1. Enabling learning and assessment Unit 3 – Week 1

2. Assessment - Review An integral part of the learning process Formative – designed solely to help the learner progress Summative – designed to measure learning and arrive at an overall assessment

3. Quality of Assessment Practice The quality of assessment practice may be improved by: Integrating assessment into schemes of work Planning assessment to reinforce learning as well as measure it Using methods that allow learners to show what they know, understand and can do Responding to diversity and providing additional support where needed Using formative methods to prepare learners for the forms of assessment they will encounter at the summative stage Sharing good practice, developing common approaches and moderating outcomes Being clear about what is to be assessed, how and why

4. How do we introduce assessment to learners? Consider the assessment process that your learners undertake how does it work? what are the key stages? how does the learner benefit? how is the learner involved in the process?

5. Preparing learners for assessment In two small groups Identify the range of information learners need to understand the assessment process Discuss how the range of information can best be provided to learners: In what order? When? How? What ideas do you have about making improvements?

6. How do we plan assessments? Use The Learner’s Journey Matrix to consider how and when you use assessment to plan learning and track progress. Note any areas for improvement Construct a diagram or chart that explains the assessment planning process to learners

7. Assessment methods Which assessment methods do you use? Observation Outcomes from tasks or activities Prior achievement or learning Professional discussion Questioning Simulation Witness testimony Written work Other methods Are there any methods that you are not using that it would be helpful to introduce?

8. Assessment feedback Discuss the purposes of giving feedback on your assessments: why is it necessary? what should it achieve? how does it relate to the learning process? what are the intended outcomes?

9. Validity A valid assessment is one which measures what it is intended to measure. E.g....it would not be valid to assess driving skills through a written test alone. A more valid way of assessing driving skills is through a combination of tests that help determine what a driver knows, through a written test of driving knowledge, and what a driver is able to do, through a performance assessment of actual driving.

10. Validity problems Wording the question, explaining the task or defining the activity incorrectly Setting assessments that miss out learning objectives or content areas Conversely, putting together an activity that includes something that was not part of the course content Insufficient resources to facilitate authentic assessment i.e. Equipment, environment, people Lack of consistency between tutors and trainers

11. Authenticity Two distinct meanings: Is it the learner’s own work Assessments need to mirror real-life application of the knowledge or skill we are testing. The assessment needs to draw on the everyday practice of the occupational area, so in a sense it relates to validity

12. Reliability Reliability relates to the consistency of an assessment....a reliable assessment is one which consistently achieves the same results with the same (or similar) cohort of learners. Various factors affect reliability - including... ambiguous questions, too many options within a question paper, vague marking instructions and poorly trained assessors.

13. Difficulties in maintaining reliability Environment, physical conditions, distractions, equipment, facilities Structure of the assessment activity, clarity of instruction, cultural/gender/ethnic bias Consistency in marking/examining/assessing Motivation of the learner, if they perceive the assessment to be relevant, their interest will increase

14. Sufficiency Can mean different things depending on the context Portfolio-based assessment, the amount of material or evidence to demonstrate that the outcomes/criteria have been met Where a range of assessment methods are used, it refers to the amount of assessment that learners have to undertake It refers to the number of time, irrespective of the methods used, that it is necessary to assess learners to ensure that learning has taken place

15. Fairness Assessment should not discriminate between students except on grounds of the ability being assessed Marking should be seen to be fair Automated methods – no discretion or emotional involvement

16. Currency More important in competence-based assessment Evidence should be less than 2 years old for it to be current Particularly important when claiming APL/APEL Older evidence can be used as a basis for knowledge but it depends on the sector