Sarah, Certificate in Education

Examine a range of approaches to assessment using key concepts and principles, linking these to issues of equality and diversity.

Actual Word Count 2359

As stated by Rust (2002) assessment is an intrinsic [RN1]part of the learning process and plays a crucial part in education. This essay seeks to explore what assessment is and examine and analyse a range of the key assessment concepts and principles, relating these to inclusivity and teaching functional skills to disengaged young people.

So, what is assessment?

“[RN2]Assessment involves collecting, measuring and interpreting information relating to students’ responses to the process of instruction” (Curzon, 2003 p.383)

Rust (2002) describes it as an evaluation or appraisal which enables judgements to be made and identifies strengths and weaknesses and [RN3]depth and breadth of learning.

It is holistic and when applied and interpreted correctly, provides essential feedback to learners and teachers on the effectiveness of not only the learning but also the teaching. Assessment enables learners to be selected and graded but [RN4]also contributes towards individualised learning plans and outcomes. Without assessment, teachers would have no basis upon which to adapt teaching methods or strategies and no measure of the effectiveness of their teaching.

Assessment, therefore, now has several functions including the diagnosis of causes of young people’s success or failure, the motivation of them to learn, the provision of valid and meaningful accounts of what has been achieved and the evaluation of courses and teaching. [RN5](Brown, 1994: p.271)

It is important that the main uses of assessment are understood and these generally fall within three categories;

Initial and diagnostic assessment takes place at the beginning of a course and is used to ensure that the learning programme is appropriate and suitable for the learner (and vice versa). For learning to be effective, it is important that the ability and prior knowledge of the learner is aligned [RN6]to the learning programme and failure to do this can be detrimental and de-motivating, not only to the learner concerned, but to an entire class or learning programme. As well as ensuring that the learner and programme are aligned, the initial/ diagnostic assessment will enable the teacher to support the learner to achieve success and ensure inclusive teaching.

Petty (2009) promotes effective [RN7]use of initial and diagnostic assessment and argues that the individual needs and unique nature of the learner must be identified to increase success and in order for a teacher to meet the following values:

  • putting the learner and learning first
  • believing that learning is not a privilege for the few, but an entitlement for all
  • striving for equality of opportunity, and for inclusiveness.

(Petty, 2009, p.529)

In teaching functional skills (particularly where learners are disengaged and from disadvantaged backgrounds), it is not sufficient to simply consider the learners previous academic attainments as these can be influenced by barriers such [RN8]as unidentified learning difficulties, personal circumstances or bad teaching practice in the past, which may obscure their true academic ability. The majority of learners will have no qualifications but may well have a broad range of abilities identified out of the diagnostic assessment. Lessons will therefore need to be tailor made to ensure that each learner progresses and is challenged.

A further consideration, as observed by Hiller (2005) is [RN9]that many learners may feel threatened when asked to take a diagnostic assessment and the resulting level of anxiety may affect their responses. It is therefore important that teachers fully explain the purpose, assessment method and intended use of the results. Opportunity for two-way feedback post assessment must be provided to ensure that whatever outcome is decided is understood and agreed. This may be an alternative learning programme or additional learner support to ensure inclusive [RN10]teaching.

The functional skills initial and diagnostic assessment is carried out through a number of methods. An interview between learner and teacher takes place and learners are asked to sit a skills test by either performing a practical task or though use of a written or on-line assessment. By combining the interview with a skills assessment, the validity and reliability is increased as the subjective nature of the interview is countered through the impartiality of the test. Similarly the [RN11]use of the interview enables inclusivity as equality and diversity issues can be identified and further assessment methods or criteria adapted accordingly.

Once a learner has embarked upon a programme of learning, the assessment process continues though formative assessment. It is widely agreed amongst the current educational experts (do I have to reference all the ones here??) [RN12]that formative assessment is fundamental to learning. Formative assessment is referred to as ‘assessment for learning’ and is intended to help the learner learn as well as assessing,at regular points within a learning programme how [RN13]much has been learnt.

The third category of assessment (and perhaps most widely feared)[RN14]is summative assessment (assessment of learning). This assessment takes place at the end of a learning programme and is usually in the form of an exam or test which [RN15]is graded and [RN16]the results used to measure the learners and education providers’ achievement.

Formative and summative assessment, whilst serving different purposes, can be considered alongside each other as with both, it is how they are carried out which is fundamental to their relative success. Traditionally, education has placed the emphasis on summative assessment however [RN17]in recent years there has been a significant shift towards more formative assessment methods. The emergence of vocational qualifications, where an element of the learners final grade is assessed through ongoing formative assessment of course work alongside the summative exam, is an example.

It is useful to consider both formative and summative assessments alongside Mastery and Developmental learning objectives and Blooms taxonomy. Mastery objectives are those which underpin the essential skills or knowledge required on the course of study and, are generally assessed on a pass or fail basis (summative). Developmenta[RN18]l objectives on the other hand are those which relate to the application, analysis and evaluation of the skills or knowledge and are generally assessed on a formative basis.

This links to Blooms Taxonomy, which breaks learning into a number of levels or skills up which a learner will progress throughout the learning process. The most appropriate assessment method needs to be aligned to the level of learning achieved in relation to Blooms Taxonomy. For example, the lower levels of knowledge and comprehension can be assessed through use of recall or understanding questions or simple activities which require the learner to demonstrate that they know and understand key facts (quiz’s or discussion).

Learning will then progress through application, where appropriate assessment methods may include demonstration through practical exercises and observation and through application questions.

As the level of leaning progresses up towards the higher order skill levels of analysis, synthesis and evaluation the assessment methods would become more challenging[RN19]. Case studies, presentations or practical exercises where the learner has to work out how to solve a problem or develop a new concept may be used to demonstrate that they not only understand the topic but [RN20]are able to challenge and adapt it. Similarly, questioning techniques in the class would be phrased to prompt analysis, synthesis and evaluation.

Clearly, developmental objectives and Blooms[RN21] higher order skills result from deeper learning and this emphasises the importance of effective formative assessment. In their report, Inside the Black Box, Black and William (2001) argue, through their review of studies carried out, that strengthening and improving formative assessment practise improves performance and standards. They found that in many cases, the standards of assessment used was ineffective as it relied too heavily on tests which only assessed surface or superficial learning and that there was too much emphasis on the quantity and presentation of the work rather actual learning. They also considered the negative impact on learning which can arise as a result of assessment along with the managerial role in this, and found that the degree of emphasis on grades and marks alongside pupil comparison caused some pupils to disengage as they are led to believe that they are less able than others.

Therefore, when considering which assessment method to use, there are a multitude of different approaches and considerations which apply. In particular, steps need to be taken to mitigate or eliminate the areas within the assessment process which are criticised frequently.

This can be done by designing the most appropriate assessment strategy for a learning programme and applying VACSR to judge its quality.

V – Is it valid?

A – Is it authentic?

C –Is it current?

S – Is it sufficient?

R – Is it reliable?

When deciding upon an assessment (or designing one) teachers need to ask themselves whether it meets the VACSR quality criteria. It will not always of course be possible to satisfy all these fully and with many forms of assessment (essays in particular) a degree of subjectivity is unavoidable. A proforma detailing the assessment criteria and allowing for feedback can be developed to mitigate the subjectivity, particularly if combined with self assessment.

Similarly, the question of plagiarism needs to be considered to ensure that the work being assessed is from the learners’ personal knowledge. Carroll and Appleton (2001) argue that the increased use of information and communication technology can lead to learners copying or accessing answers from online sources. They suggest some assessment strategies which can help overcome this and are good practice when devising assessments. These include ensuring that the assessment is modified for each course or cohort, designing individualised and interim tasks and using learning outcomes which require higher levels of understanding.

Black and William (2001) argue that a much greater emphasis needs to be placed on effective formative assessment and in particular feedback and self assessment. Petty(2009) states that, amongst other benefits, self assessment, where learners are provided with model answers or the assessment criteria and asked to mark their own work, gives learners a sense of ownership and accountability and helps them develop self awareness and reflective skills. It also enables learners to fully understand their goals as they will need to study closely the model answers and assessment criteria and this leads to the medal and mission [RN22]assessment method described by Petty (2009).

The concept of medals and missions in formative assessment is based on ensuring the learner receives regular information (medals) on what they have done well. This may be achieving the desired result, but can also be recognition of their progress or the process they have used. As the medal is awarded, the learner is also given a mission which [RN23]is information about what and how they can improve. This is a particularly successful method when teaching learners who are disengaged as [RN24]they need almost continuous feedback to not only recognise progress but also provide clear guidance on improvement. This strategy is also inclusive as it is personalised to each learner and therefore takes into account the diverse nature of learners (they all receive their individual medals and missions).

When considering all assessment methods and strategies, it is clear that feedback (when delivered effectively) is fundamental. Race (2005, pp.105-106) states [RN25]effective feedback needs to be;

Timely (delivered as soon as possible)

Personal and Individual (to each learner)

Articulate (the learner needs to be able to understand it)

Empowering (any criticism needs to also empower the learner)

Manageable (not hard work for teacher or learner)

Developmental (provide opportunities)

In functional skills teaching practice, feedback takes place constantly, but is formally done at the end of each session as a two way process. The teacher provides the learner with formal feedback on how they have done (applying the principles above) and the learner is encouraged to respond to this and also provide feedback of their own (not only on howthey found the lesson, but also on what they consider they have learnt or gained from the session). Care needs to be taken with feedback to ensure it is sufficient (it can be easy when time is limited to provide only basic and limited feedback) and reliable (it can be hard to separate personal feelings or viewpoints and maintain objectivity).

Despite growing emphasis on the benefits of formative assessment, for many formal qualifications, a form of summative assessment will still be necessary to assess the level of learning and award a grade to this. The marking or assessment criteria for many of these will be set by the awarding body and the teacher may therefore have little, if any, input. As stated by Huddleston and Unwin (2007) however, the teaching strategy should still incorporate clearexplanation to the learner of the formal or externally imposed assessment criteria to be used.

Formal assessment criteria can be either criterion referenced (measures what the candidate can do and awarding a pass or fail) or norm referenced (comparing candidates with each other and grading them on how they perform compared to the norm).

Most formal examinations at level 2 and above use norm referencing criteria however, functional skills examinations in Mathematics or English at entry levels are criterion referenced (the learner needs to achieve sufficient outcomes within the assessment criteria set by the awarding body to pass the exam). With summative assessment inclusivity is fundamentally important and a learner with learning difficulties or disabilities will be entitled to support to ensure that they have the same opportunity to do well as other learners (extra time or resources for dyslexic learners or reader or signer for visually or aurally impaired learners).

Undoubtedly, there is a significant reliance upon assessment in education and despite the criticism it receives, as Petty (2009) argues, if used correctly it can not only motivate and inspire but can also prompt corrective help.

PORTFOLIO

Use as appendices

  • Examples of different assessment tools and strategies evaluative comments some of which must be designed by the trainee…
  • Reflection of assessment methods used in an observed session – include a copy of the observation feedback!
  • Examples of feedback to own students

Or in other words

  • Design at least 2 assessment methods to us with learners?
  • Does this have to be original? Can it be adapted?
  • Evaluate and reflect on the 2 assessment methods used?
  • Reflect on assessment methods used in an observed session ( include a copy of the observed session in the appendix)
  • Include copies of feedback given to your own students and evaluate its effectiveness.

References

Black and William

Brown

Curzon

Jude Carroll and Jon Appleton (2001) Plagiarism

A Good Practice Guide. Oxford Brookes University. JISC

Hillier, Y. (2005) Reflective Teaching in Further and Adult Education. 2nd Edition. London: Continuum

Huddelston & Unwin

Petty, G. (2009) Teaching Today. 4th edition. Cheltenham: Nelson Thornes Ltd

Race, P., Brown, S. and Smith, B. (2005) 500 Tips on Assessment. 2nd edition. London: RoutledgeFalmer

Reece, I. and Walker, S. (2007) Teaching, Training & Learning A Practical Guide. 6thEdition. Tyne and Wear: Business Education Publishers LTD

Rust

Richard’s Feedback:

This is a well written essay and you have linked your professional practice with the theory very well. There are number of relevant references throughout and concrete examples of assessment methods.

To improve the assignment you could try and identify an argument about assessment between authors. Is there anyone out there who states one particular assessment method as good, but which would not work with your learners?

Also, look through the comments to help amend the text. There are a lot of missing commas, this maybe something you want to look into for personal development. You could reconsider each statement you have written in bracket to see if they are really needed, or if you can cut them out to help with the word count.

Overall it is a good assignment so far and your plan for the portfolio looks great.

Page 112/10/2018

[RN1]Good

[RN2]Good, but remove the speech marks. These are no longer needed.

[RN3]Comma separate

[RN4]Comma separate

[RN5]You could loose this and just put (Brown, 1994) at the end of your previous paragraph.

[RN6]Good 

[RN7]Good in text referencing

[RN8]Comma separate

[RN9]Good 

[RN10]Good 

[RN11]Comma separate

[RN12]Two examples would be great.

[RN13]Comma separate

[RN14]No need for this bit

[RN15]comma

[RN16]comma separate

[RN17]Commas

[RN18]This section is great

[RN19]Any reference to support this? (Other than Bloom)

[RN20]Comma

[RN21]Bloom’s

[RN22]Good 

[RN23]Comma

[RN24]Comma

[RN25]Great 