Unit 1: 1.2
The key concepts and principles of assessment
Assessment
Assessment can generally be regarded as a way of establishing if learning has taken
place. This learning may include:
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Skills
Knowledge
Competence
Understanding
Attitudes
You, as an assessor, need to use the assessment methods as discussed in
Unit 1:1.1, to establish what has been learned against specific knowledge
(understanding) and performance (practical skills) criteria, as set by the awarding
body of the qualification.
You may be assessing how people perform in the workplace in order to prove that
they are competent at their work role, or you may be assessing theoretical learning
in relation to a knowledge based qualification.
Assessment will:
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Focus on improving learning
Measure achievements
Inform learners of how they are progressing
Inform the assessor of how they are progressing
Inform other parties of how they are progressing i.e. employers
Inform what steps to take next in relation to learning
Highlight any changes that need to be put in place
Informing of progress could also be stated as:
a process that allows judgments to be made about the learner’s progress, and
how they could improve
NOTE: assessment relates only to the learner, not the program (monitoring of the
program is known as evaluation)
Assessment for learning = formative assessment (as allows adaptation)
Assessment of learning = summative assessment (as demonstrates final picture of
what has been learned)
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The assessment cycle
A clear cycle must be followed during assessment:
Initial
Assessment
Review of
progress
Assessment
decision &
feedback
Assessment
planning
Assessment
activity
Initial assessment: as discussed in Unit 1: 1.1; gaining knowledge needed about
the learner
Assessment planning: AGREEING suitable methods and types of assessment with
EACH learner, agreeing suitable target dates, following relevant guidelines
Assessment activity: actual assessment via activity i.e.
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learner led = completion of assignments, writing of statements, gathering
appropriate evidence of competence…
assessor led = observation of learner, questioning…
Assessment decision & feedback: making a JUDGEMENT of success or
otherwise. Giving CONSTRUCTIVE feedback in a positive manner; agreeing further
actions, NOTE: records of assessment must always be kept
Review of progress: reviewing of assessment plan and updating in relation to what
has occurred so far. This will happen over and over until the learner has completed,
or leaves the course. NOTE: Discussing this with your learner will provide the
opportunity for them to raise any issues that you are unaware of.
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Standardisation
All assessors must attend standardisation meetings to ensure that they are ALL:
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judging evidence in the same manner
interpreting the standards/awarding body criteria in the same manner
making decisions that are fair
making decisions consistently
using the most relevant assessment methods
abiding by the relevant guidance and regulations set by the organisation,
awarding body, funding partners and any other relevant parties
aware of exactly what is required of them within their work role
fulfilling their continual professional development
Concepts of assessment
Concepts are the aspects involved throughout the assessment process. They
include:
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accountability – you will to be accountable to your learners and your
organisation to ensure that you are carrying out your assessor role correctly.
Learners need to be aware of why they are being assessed and what they
need to do to meet the assessment criteria. You will also be accountable to
the awarding body and other bodies regarding how you are carrying out your
role.
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achievement – you may need to submit data regarding how many of your
learners have achieved. This will be compared to national and regional figures
by funding organisations and the funding that your organisation receives will
depend on your success/achievement rate within your organisation – you are
a crucial part of this as you directly affect the figure! By knowing such data,
you can also regulate your own workload.
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assessment strategies – following the assessment strategy will ensure that
you are carrying out your role correctly.
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benchmarking – this involves comparing what is an accepted standard for a
particular subject with the current position of your own learners, usually used
to monitor targets and progression of learners. If learners do not achieve the
benchmark, evaluation will need to take place and improvements put in place.
This can also be used to compare performance if different organisations.
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evaluation – evaluation of the assessment process should always take place
to inform current and future practice. All aspects of the assessment cycle
should be evaluated continually and feedback obtained from all involved.
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internally or externally devised assessment methods (formal and
informal) – internally devised assessments are usually produced by you or
others within your organisation i.e. assignments, projects or questions –
externally devised assessments are usually produced by an awarding
organisation, i.e. an examination.
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progression – should always be considered throughout the whole
qualification, including at the end i.e. regarding what they are going to do next.
This could be another unit, a further qualification, a different level of
qualification (perhaps not within your organisation). Progression opportunities
should always be discussed with learners to make sure that they are on the
right route and that they are capable of achieving.
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transparency – this is important to ensure that everyone involved in the
process clearly understands what is expected and can see that nothing
untoward is taking place. This includes the assessors understanding of the
assessment requirements and those of the learners. You should ALWAYS be
honest with your learner and never let them believe that they have achieved
more than they actually have. Auditable records must also be a true
REFLECTION of what is occurring and must be maintained throughout the
whole assessment process.
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types of assessment – types include: initial, formative and summative in
addition to any diagnostics that have taken place which will inform you about
a learner’s current knowledge or experience. Some types of diagnostic texts
will also help you to identify if a learner is subject to dyslexia, dyspraxia
dysgraphia, dyscalculia…
Principle of assessment
Principles of assessment are based on the concepts, for example, how the
assessment process is put in to practice.
One important principle is known as VACSR. All assessed work needs to be:
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Valid – the work is relevant to the assessment criteria
Authentic – the work has been produced solely by the learner
Current – the work is still relevant at the time of assessment
Sufficient- the work covers all of the assessment criteria
Reliable – work is consistent cross al learners, over time & at required levels
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If you do not make sure of the above, you may be making an incorrect
JUDGEMENT; you may decide that a learners evidence is insufficient and a learner
may appeal against this, or you may not notice that a learner has plagiarised
(copied) someone else’s work!
Key principles of assessment include:
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communication – this should take place regularly with learners, other
assessors, IQA’s, employers etc
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CPD – you should maintain the currency of your knowledge and skills to
ensure your assessment practice and subject knowledge is up to date
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equality & diversity – you should ensure that all assessment activities
embrace equality, inclusivity and diversity and represent all aspects of society
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ethics – you must ensure that the assessment process is honest and moral,
and takes into account confidentiality and integrity
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fairness – you must ensure that all assessment activities are fit for purpose
and also that planning decisions and feedback are justifiable
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health & safety – you need to ensure that health & safety considerations are
taken in to account throughout the full assessment process, carrying out risk
assessments as necessary
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motivation – you must always encourage and support your learners to reach
their full potential at an APPROPRIATE level – don’t set the sights too high
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quality assurance – a process that ensures that all assessment decisions
meet required standards
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record keeping – accurate records need to be maintained throughout any
teaching, learning or assessment process
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responsibility – you are responsible for making objective decisions following
all organisational requirements and producing reports as required
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SMART – you need to ensure that all assessment activities are Specific,
Measurable, Achievable, Realistic and Timebound.
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Standardisation – this will ensure that all assessment requirements are
interpreted accurately and that all assessors are making comparable and
consistent decisions.
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Quality assurance should be carried out throughout the assessment process to
ensure that assessors are performing accurately and fairly.
Internal quality assurance (IQA) should be carried out by a member of staff who is
aware of the same subject areas as the assessor and as relevant to the qualification.
External quality assurance (EQA) will be carried out by a member of the awarding
organisation.
Following the concepts and principles of assessment will ensure that you are
performing your role as an assessor according to all relevant regulations and
requirements.
TASK: Key concepts and principles (ref: Unit 1 - 1.2)
1. After reading the above information, in your own words, EXPLAIN the
following key concepts and principles:
- A. Assessment as a process of making judgements of learners knowledge,
skills and competence against set criteria
1.
- B. What is meant by validity and reliability
- C. The role of evidence in making assessment decisions
- D. What is meant by evidence being authentic, sufficient and current
- E. The importance of objectivity and fairness to learners
- F. The importance of transparency for the learner
– write this on a WRITTEN STATEMENT FORM – Label as Unit 01 –
EVIDENCE 05.
Note: Include as much information as possible from the above provided notes.
Reference: Gravells, A. (2012). Achieving your TAQA assessor and internal quality assurer award,
London, Learning Matters.
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