Principles and Practice of Assessment

I will assess all assignments as fairly as possible, I would hope the same is done for me, despite any differences I may have with the writer when it comes to their views on a particular subject. When it comes to feedback, I would try and abstain from stating my personal feelings or opposing view, only focusing on the quality of the material being presented. Overall, my response would be critical, yet positive. This would ensure an accurate and honest assessment on my behalf. Furthermore, from the Learning Guide Unit this week, Brown, Rust, and Gibbs (1994) suggested assessment may encourage a more in-depth knowledge of the material, I agree very much with this theory. By virtue of that, I will take my peers view into contemplation, this way I can think about the information from a different angle in an attempt to further my own understanding of the criteria.

Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as "all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning".

“Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you”.

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

Fairness ensures that everyone has an equal chance of getting a good assessment. It is important that you act fairly for all students if you expect to be respected. It is important to be as objective as possible to be objective is

With focus on the quality and standards of assessors to meet the learning needs of the candidates, where a lack of progress is highlighted or an inconsistency within assessments will result in further support for the assessment team, potentially in the form of further standardization

There is a large variety of assessment methods available for assessing learners’ achievements. These include observation; questioning the learner; examining product evidence; discussion; witness testimony; looking at learner statements; recognising prior learning; simulated environment; skills tests; oral and written examinations; assignments; case studies and projects. Choosing the most appropriate assessment methods is vitally important, to help and support the learner and to ensure the job of the assessor is as straightforward, reliable and problem-free as possible.

I need to monitor and assess the progress of each student by maintaining accurate record using a variety of assessment tools, gaining feedback, formative informative,formal and informal whilst also maintaining my organisations requirements.

The assessment strategy should state how the subject should be assessed, and subsequent results recorded. It should also state the experience, professional development and qualifications that assessors should hold. Quality assurance requirements, for example internal and external verification or moderation, will also be stated. Organisation may also have an assessment policy which an assessor should familiarise him/herself with.

|assessment as a process of making judgments of learners’ knowledge, skills and competence against set criteria |

Assessment is carried out to ensure that learning has taken place. This is used to measures the learner’s knowledge and skills in their chosen area of learning. Assessment can be used to encourage learners to ask questions on anything they have not understood, learners at some point will have to know that they will have to prove their knowledge and understanding to the standards of the awarding body.

The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

Subjective assessment is a form of questioning which may have more than one correct answer and/or more than one way of expressing the correct answer, whereas opinion might in addition to- also consist of unsubstantiated information, in contrast to knowledge and fact-based beliefs. Some have argued that the distinction between objective and subjective assessments is neither useful nor accurate because, in reality, there is no such thing as "objective" assessment. In fact, all assessments are created with

4) Valid and reliable ways to assess competence. They use scenario-based multiple-choice exam format to ensure holders have demonstrated their competence.