Professor Geoff Masters articulates the following set of principles summarising this research which reflects the purpose and meaning of effective assessment from birth to adulthood. Foundational principles Learning and development are continuous, lifelong processes Principle 1: Learning and development are maximised when opportunities are matched to current readiness, building on what has already been experienced, learned and developed.
Assignments Activities or tasks which cover theory and practice A well written assignment will allow student to show language and literacy skills. Also allows independent learning. Students must have good writing skills and plagiarism could be an issue.
Examinations Formal tests which are carried out in specific conditions. Quick way of assessing knowledge. Not all students are good under exam conditions and may be anxious.
Worksheets Handouts to assess knowledge. Short questions or blank spaces provided for students to complete.
Informal assessment activity which can be used for an individual or in groups. These are useful for students at lower levels. Students may not find the worksheets challenging enough.
If working in groups some students may not be participating as much as others. It is important that the learner is involved in the assessment process. When dealing with students with special needs I ensure that I provide support to be arranged during an assessment.
I encourage discussions and questions and maintain motivation by giving positive feedback for what has already been learnt and recognising their ongoing achievements. I review progress by giving the student an opportunity to discuss any issues that are relevant to their learning and whether the methods being used are appropriate and suit each individuals learning style and discuss if they need further support.
It is also important to emphasise progress rather than failure. Peer and self-assessment is also important. I had experience of this when presenting a micro-teaching session to my peers.
It allowed me to assess my progress and to consider how I could develop my presentation skills further. Mistakes that I may have made during the session taught me how I could present more effectively and improve my communication skills.
It was also a good opportunity for my peers to provide positive feedback and suggest ways in which I could improve as a teacher. It provided a chance for interaction with my peers and was less formal. Self- assessment also is essential for continuing professional development CPD as a teacher.
Assessment records need to be kept both for my organisations internal system and also for external regulators such as OFSTED. Assessment records should show each individual students record of progress from the time they joined the establishment until they have completed their time at the establishment.
All student records need to be current, accurate and legible and can be stored manually or electronically.Engagement and motivation One of the most important purposes of assessment for learning is the role it plays in student motivation.
Knowledge and understanding of what is to be achieved is not enough. Explain the types of assessment used in lifelong learning. ( words approx.) Initial/diagnostic assessment can be taken before learner’s enrollment for a course. Principles of assessment in lifelong learning Task A part a The assessment process is a vital part to teaching in the lifelong learning sector.
All assessment requires the collection and recording of evidence of student learning. Learning and development Substantial research exists that describes learning and development and the implications for assessment. Professor Geoff Masters articulates the following set of principles summarising this research which reflects the purpose and meaning of effective assessment from birth to .
Principles of assessment in lifelong learning Task A part a The assessment process is a vital part to teaching in the lifelong learning sector. All assessment requires the collection and recording of evidence of student learning. Assessment for learning is dependent on knowledgeable teachers who can interpret their observations and act on those interpretations to enhance learning.
The ways in which teaching, learning and assessment are structured by teachers are a direct product of their content knowledge and beliefs about how students think and learn.