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?
What is assessment?
Assessment is:
• A tool of measurement (benchmark, standard setting)
• Reflection on performance
• Method of determining whether learning has taken place
• Method to determine progress
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:
Stages of assessment: Initial/Diagnostic, Formative & Summative
S.M.A.R.T.:
Specific, Measurable, Achievable, Realistic & Time-bound
V.A.R.C.S:
Valid, Authentic, Reliable, Current & Sufficient (evidence)
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.
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.
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:
Scenarios
1) 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:
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•
•
•
•
•
•
•
•
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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.