Understanding the Principles and Practice of Assessment

Understanding the Principles and Practice of Assessment 1
UNDERSTANDING THE PRINCIPLES AND PRACTICES OF ASSESSMENT
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Understanding the Principles and Practice of Assessment 2
Learning Outcome 1- Understand the principles and requirements of assessment
1.1 Explain the function of assessment in learning and development
Assessment in education refers to the variety of tools and methods available to the educators to
enable them measure, evaluate and document various aspects of the learner including learning
progress, education needs of students, the academic readiness of a student and skills acquisition.
(Harlen 2013). An educator uses assessment as a gauge to measure what the skills levels of the
learner and then use the results as a guide as he or she prepares the content of the next learning
phase (Johnson 2012). The Purpose of assessment is two-fold: bring improvement to how the
learners acquire education and to improve the process of teaching (Harlen 2012). Assessment is
not an event, rather it is an iterative process which can be thought of as a cycle of activities. The
assessment cycle includes activities such as setting of the assessment program outcomes and
goals, developing and implementing strategies for the assessment, review of the assessment data
and creation of an action plan
Initial assessment refers to the first tests administered to a learner for the teacher to know the
skill levels and the learning gaps of the student to guide the teacher in preparing the content for
the next phase of learning.
Formative assessment is basically evaluative assessments carried out at various points in the
course of the learning program to gauge how well the learning process is taking place. They are
not graded, and often they are done informally (Gardner, Harlen, Hayward, Stobart, &
Montgomery 2010). The educator uses formative assessments to evaluate whether there are gaps
in the learning process so that the teacher can change the teaching process or the learning
materials to suit the learner.
1.2 Define the key concepts and principles of assessment

Understanding the Principles and Practice of Assessment 3
Reliable refers to the consistency of the assessment in that an assessment should provide
comparable results irrespective of the time that it is carried out. On the other hand, Validity in
assessment deals with the aspect of accuracy, meaning that the assessment should measure the
aspect it was sat out to measure (Kimbell, Wheeler, Miller, & Pollitt 2009).
The Evidence used in the assessment should be authentic, current and sufficient. The authenticity
of the evidence refers to the issue of whether the evidence provided by the learner originates
from him/her. The evidence must cover most of the areas identified, and be applicable to a
variety of contexts before it can be considered as sufficient. Finally, the evidence should relate to
industry or practice, meaning that the learner can relate theory and practice in the real world.
Transparency in assessment means that the teacher ensures the process is objective and open to
scrutiny by anyone. Transparency is one of the most important aspects of validity and reliability
as another assessor can replicate the assessment and get results which are similar to the ones
obtained by the assessor.
1.3 Explain the Responsibilities of the Assessor
The assessor plans the assessment process, communicates the assessment requirements to the
learner, conducts it, compares evidence with set standards, provides feedback to learners and is
involved in the standardization processes. My responsibilities as an assessor mainly involve
communicating the assessment requirements to the students, conducting the assessment,
comparing evidence with set standards and providing feedback to the learners.
We have standardized assessments formulated by the relevant departments in the ministry of
education and my main duties in the assessment process start with informing the learners of the
assessment, expectations and what it will be testing. Without the learners understanding the
specifics of the test and the expectations, the assessment will not be valid.

Understanding the Principles and Practice of Assessment 4
My next responsibility is carrying out the assessment in such a way that it is objective,
transparent and fair. Any other assessor can go through the same process that I have used and
come up with similar results.
Once the assessment is conducted it is the duty of the assessor to give the feedback to the leaners
on their performance and areas of improvement. In the process, the learner identifies the areas of
weaknesses in his performance and possibly identifies the issues that came up during the
assessment. The feedback process can provide the assessor with valuable information on
improvements to the process.
1.4 Identify the regulations and requirements relevant to the assessment in own area of
practice
Data Protection Act (2003) stipulates the procedures for collecting, handling processing,
dissemination and storage of private information. The Act protects the data stored either in
manual or electronic files. Dealing with learners means that there will be private information
collected and stored and thus the assessor should endeavour to ensure that the data is in safe
hands at all times.
The information at our disposal is kept secure and protected using passwords in case the
information is online and under lock and key in cases where the information is contained in
manual files. The team leader has express instructions to provide an opportunity to any learner
who feels the need access the files to know the kind of data we have on him or her according to
Freedom of information act (2000).
The online sphere is a very sensitive area and the institution I work for ensures minimal sharing
of personal data. The information shared online is limited to only that which the partners need. In
sharing and processing of the learners’ information, the organization is guided by the various

Understanding the principles and practices of
assessment

Question 1:
Reflective practise may help you build a better understanding of people and increase self-
awareness, which is an important part of emotional intelligence. Reflective practise may also aid
in the development of creative thinking abilities while also encouraging active participation in
work processes. Professional development is important in every career, but we're concentrating
on Assessing. CPD is a method of tracking, reviewing, and reflecting on your professional
growth as an Assessor. The reflection encourages the growth of self-awareness as well as critical
thinking regarding practise. By providing a methodical approach of teaching professionals in
their everyday job, this book connects theory and practise. Looking back and reflecting on a
practise experience is what reflective practise is all about. It fosters contemplation and
consideration of what occurred, as well as decisions made, actions taken, and the repercussions
of those decisions and acts.
Question 2:
The measurements and records of performance are two functions of assessment in
learning and development. These indicate that the assessment meets the necessary principles and
performance/assessment criteria, that it is suitable for purpose, and that it contributes to quality
guarantee and the development of best practise. Formative (during the course), ipsative (to test
against prior grades), and/or summative (at the conclusion of the course) activities are used to
assist the student see their progress while enabling the Assessor to provide important comments
when necessary.
Question 3:
A) It is essential to have some legal policies and procedures available in the assessment
for the smooth operation of the company or to fulfil the internal and external criteria
of awarding authorities. On the one hand, it facilitates the evaluation process, but on
the other, it instils confidence in learners who are confident in the procedure. Policies
and Procedures for Health and Safety: These are crucial. All businesses must do a risk
assessment to determine the hazards to employees, co-workers, clients, members of
the public, and anybody else that visits the business or utilises its services. They must

next develop a health and safety plan that outlines a strategy for reducing risks or
minimising negative consequences
B) Equality is ensuring that everyone has an equal chance and is not treated unfairly or
discriminatorily based on their qualities. Diversity refers to the consideration of
differences between individuals and groups of individuals, as well as the assigning of
a positive value to those differences. Effective equalities and diversity impact
assessments can help identify and manage risk, especially reputational, legal, and
financial risks associated with new policies, functions, and processes. Ensure that
they follow equal pay regulations, which means that men and women are paid equally
for doing the same (or similar) tasks; they do not discriminate against job seekers or
employees when it comes to perks, promotions, and other workplace issues;
Question 4
Due to school closures and remote or blended learning programmes, understanding
student knowledge and the learning process is more crucial than ever. Students must regain lost
abilities and continue to learn, and you must understand how to design effective lesson plans.
Making assessment a regular element of math education is a difficult task. It necessitates
devising particular strategies for determining what pupils comprehend and don't understand
through assignments and discussions.
 Diagnostic evaluations
 Formative evaluations
 Summative evaluations
 Ipsative evaluations
 Assessments that are norm-referenced
 Assessments based on criterion
Question 5
Assessment for Learning (AfL), also known as formative assessment, occurs during the
teaching and learning process to assist learners clarify their arithmetic understanding. It provides
teachers with information on their students' learning as well as their own teaching methods. It
also allows students to take responsibility of their own education.