Unit 305: Understanding assessment in education and training
Unit overview and guidance
Learning outcome 1 – Understand types and methods of assessment in education and training
Background information
Depending upon the subject you are going to deliver, you will need to use various assessment activities with your learners. Assessment is a way of finding out whether learning has taken place.
Assessment can be formal, such as an examination or observation, or informal, such as questions, discussions or activities.
You will need to be aware of types of assessment and methods of assessment.
Types of assessment are initial assessment, formative assessment and summativeassessment.
Initial assessment will ascertain whether a learner has any prior knowledge or experience. If you are teaching a subject such as information technology, it would be useful to know if your learners have used a computer before and, if so, what stage in their learning they are at. Carrying out initial assessment can help with the identification of prior learning and learning styles, along with any areas for development, eg literacy, numeracy. Finding out your learners’ learning styles will help you plan your teaching and resources to suit their needs.
Formative assessment is ongoing throughout the learning process. It is the means by which you can measure whether learners are learning and evaluate whether to change your teaching approach. In a classroom situation you will need to decide which assessment methods will let you know whether learning is taking place, and you should mix and match your methods to get as much information as you can – eg oral questions, group activities, observing the results of learners researching and presenting information, written questions or tasks, case studies, role play/simulations. A written task for homework will also provide you with valuable information on learners’ progress.
Initial assessment and formative assessment depend very much on the tutor giving clear and concise feedback to learners to aid their progress.
Summative assessment is the final assessment. This can take the form of observation in a real working environment, a written test or examination, completion of a final assignment or a project. Any summative assessment should be completed by the learner with no input from anyone else and marked against the qualification criteria.
See also Unit 305 PowerPoint presentation 1.
Methods of assessment are many and varied and are used within each type of assessment.
Methods of assessment include:
Recognition of prior learning (RPL): / This is a process which enables learners to obtain recognition for past achievements and accreditation.Witness testimony: / This is a written statement from a learner’s manager or mentor,which can help to confirm claims of competence. Such a testimony should always be signed for authenticity.
Observation: / Watching learners do the work, and viewing the product of their efforts.
Oral questioning: / Asking questions to establish knowledge and understanding in support of another assessment activity.
Work product evidence: / Examining the output arising from a learner’s performance. This is supportive evidence for competency-based assessment.
Professional discussion: / A structured discussion to probe the level of knowledge and competence of the learner. It should be audio or video recorded and linked to work product if appropriate, but always cross-referenced to the assessment criteria.
Projects and assignments: / These are used so the learner can demonstrate their knowledge and understanding as fully as is possible.
Reflective accounts: / A statement written by the learner demonstrating reflection on their activities and learning. This demonstrates knowledge, understanding and development of learning.
Simulation: / This is a pretend situation which is played out to demonstrate competency and possibly knowledge. To maintain integrity of its use it must be set against the required assessment criteria.
Tests/written questions: / These are used to test knowledge and understanding. They may be produced by a tutor or by an awarding organisation. They can be used as formative or summative assessment tools.
Case studies: / This is a written description of a situation or activity. The learner is required to identify how they would deal with the situation in order to demonstrate their knowledge and understanding.
All assessment methods and activities should be based upon the learning outcomes and assessment criteria of each unit.
If you are teaching a subject which will have an external examination, you will find it useful to obtain past copies of papers for your learners to refer to.
Using the correct assessment methods in the right context will ensure you assess fairly and effectively.
Assessment should always be:
•Valid: does it assess the learning outcomes of the unit?
•Authentic: is the evidence genuinely the work of the learner?
•Current: can the learner’s skills and knowledge be demonstrated now to the current standards?
•Sufficient: is there enough to cover all the requirements of the learning outcomes?
•Reliable: are the assessment decisions consistent across a range of learners and tutors/assessors?
Applying the rules of evidence (VACSR)
Validity
The key question for the assessor/tutor is ‘What does this assessment actually tell me about the learner? Does it, or does it not, relate to the specified assessment criteria?’
For example, a maintenance engineer may produce completed documentation showing the number and types of checks they have carried out. The evidence is valid depending upon what I want to assess. If I want to know whether the engineer can complete paperwork accurately then this will be valid evidence. If I want to know how well the engineer performed the checks it will not be valid evidence on its own, but will need an observation to go with it.
Assessors/tutors should understand that the issue of validity is critical. Ask yourself: ‘Does this piece of evidence actually tell me that the learner can meet the criteria specified?’.
Authenticity
Continuing the example from validity, how do you know the documentation was actually completed by the learner? Was it produced solely by the learner or with assistance from others? Or, if an assignment has been completed, can the tutor be sure it has not been downloaded from the internet?
An assessment system must ensure that if ability or knowledge is to be attributed to an individual on the basis of evidence presented, there must be no doubt that it relates to that individual’s own work.
Currency
The evidence must prove that the candidate can currently meet the assessment criteria. Also, it is important that the competence or knowledge is still relevant and has not, for example, become out of date because of changes in technology or legislation.
Experienced assessors/tutors will ensure that evidence must relate to a current competence or ability that is up to date and relevant.
Sufficiency
An unbreakable rule of assessment is that all learning outcomes must be assessed. There must be enough evidence of the right quality to make a judgement beyond reasonable doubt about the level of competence or knowledge
Assessors/tutors will ensure that sufficient evidence is collected to demonstrate beyond all reasonable doubt that the individual has reached the standards of all the learning outcomes in the unit.
Reliability
Are the assessment decisions consistent across a range of learners and tutors/assessors? Are there checks in place to ensure that all marking or observations are consistently assessed to an equal standard against the learning outcomes?
This should be overseen and monitored by an internal verifier.
Feedback
Always give feedback after carrying out an assessment – this could be verbal or written and should be encouraging and developmental for your learners. Start with something positive, and then go onto any negative points, using the word ‘however’ to link the positive points to the negative ones. Ensure you give reasons for all positive and negative points, explaining how the learner could change anything negative into something positive.
Assessment should allow equality of opportunity, not discriminate against or exclude any learners, and should always meet internal and external requirements.
Learning outcome 2 – Understand how to involve learners and others in the assessment process
All tutors and assessors should follow the assessment cycle with their learners.
The tutor/assessor can use each part of the cycle to keep learners involved.
Initial assessment will give the learner the opportunity to demonstrate what they already know or can do. It will make them feel motivated as they can bring something to the qualification.
Agreeing targets with learners will start as a result of initial assessment and can start the process of the learner being involved with the assessment criteria they are going to work towards. Targets for progress and achievement can be agreed together at this point which will involve the learner taking ownership of meeting targets.
Assessment planning:Once the learner is in a position to be assessed, the more involved they are in contributing towards planning the assessment – eg when and where it will take place, are they ready to complete a set test or assignment – the more in control and motivated they will feel in the progress they are making.
Assessment activity should be valid, reliable, relevant and fair. If these are in place the learner will feel confident in the assessment process.
Assessment decisions:Once assessments have taken place, peer and self-assessment are key assessment approaches which will help involve the learner in their own assessment and encourage them to take ownership.
Peer assessment is when learners are involved in assessment of other students’ work. Some key features of peer assessment are:
•It identifies developmental points that tutor has not identified.
•It provides a safe environment.
•It develops the ability to collaborate as a critical friend.
•It allows exchanges of ideas.
•It aids reflection.
Self-assessment gives the learner responsibility for assessing their own work. Some key features of self-assessment are:
•It is a starting point to reflect on past performance.
•It can help identify and re-evaluate own achievement.
•It can identify own areas for improvement.
•It helps to develop an ability to examine and think critically.
•It encourages review of criteria being assessed and taking responsibility for own learning.
In summary, always keep good, open communication with your learners, talk to them about their assessments, and feed back constructively – praising them for what they have done and discussing what else needs to be achieved. Let the learner take the initiative in deciding what to do next. You will always be able to rein them in or encourage them to do more as long as you are actively listening to them.
Learning outcome 3 – Understand the role and use of constructive feedback in the assessment process
When giving feedback, self-assessment is a very good place to start –the learner identifying their own achievements and limitations gives the tutor/assessor a good starting point from which to develop their feedback based upon the learner’s own perception. Remember the WHEN, WHERE, WHAT, WHY of feedback to keep learners involved and motivated:
WHEN As soon as possible after the assessment has taken place.
WHEREIn a suitable place – private and confidential.
WHATPraise for their achievements, whether they passed or not.
Clear explanations of why they have passed or not passed.
Discuss and suggest what more they might do.
WHY To keep them informed of their progress.
To enable them to understand what more they must do to achieve the final result.
Above all, to keep them motivated.
Reviewing progress:When reviewing progress, learners can comment on how they felt the assessment went (for practical assessments) or comment on the written feedback (for knowledge-based assessments). This can encourage discussion to identify additional learning needs or to plan the next assessment.
Learning outcome 4 – Understand requirements for keeping records of assessment in education and training
You need to keep records of assessment to satisfy your centre, the Awarding Organisation and regulatory authorities, for example Ofsted.
The requirements include:
•enrolment details
•learner personal details (for at least 3 years)
•initial assessment records
•scheme of work/lesson plans
•assessment decisions
•feedback (to learners) records
•progress review of learners
•final assessment results
•claims for certificates
•summary of achievement/progress on SAR
Awarding Organisations will monitor records of assessment and quality monitoring.
Learner and tutor tracking of progress: A tracking sheet is useful for recording your learners’ names and the dates when they achieve each outcome, section or assignment. It is useful to have this on one sheet of paper, giving you a clear overview of your learners’ achievements to date.
Tutor monitoring learners’ assessment and progress:You should have a record of feedback on all assessments and how the result of the assessment contributes to the ongoing progress of the learner.
Tutor’s permanent record of learners’ progress:You should have an overview of the progress and achievement of all your learners – this is usually on a form to give a quick and clear view of where all learners are. A record of units achieved should be included there and/or completion of tasks towards unit completion.
Identifying requirements for intervention:Feedback sheets should identify areas for more training or teaching. Tutorial records should also be in place to show discussions and subsequent planning activity with learners who need more help. If they have been directed to another person with a particular expertise, then records of communication with that person should be kept and copies of their intervention sent to you.
You should keep the original and your learner should have a copy. Thus, if a learner loses their records, you will still have yours.
Level descriptor – Level 3
This level descriptor applies to knowledge evidence.
•Knowledge of relevant principles and, where appropriate, theories that apply to the further education and training sector.
•Evidence of appropriate reading relating to principles, theories and practice.
•Consideration of how professional values impact on working in the further education and training sector.
•Evidence of a reflective approach.
The words used in the assessment criteria of the unit and the assignment briefs give indication of what is required of the learner.At Level 3 you will be required to explain, justify, apply, describe.