Study Of Principles & Practices Of Assessment

Added on -2020-02-14

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UNDERSTANDING THE PRINCIPLESAND PRACTICES OF ASSESSMENT
.TABLE OF CONTENTSINTRODUCTION...........................................................................................................................1TASK 1............................................................................................................................................11.1 Function of assessment in learning and development...........................................................11.2 Key concepts and principles of assessment...........................................................................21.3 Responsibilities of the assessor.............................................................................................21.4 Regulations and requirements relevant to assessment in own area of practice.....................3TASK 2............................................................................................................................................42.1 Comparison of the strengths and limitations of a range of assessment methods withreference to the needs of individual learners...............................................................................4TASK 3............................................................................................................................................53.1 Key factors to consider when planning assessment...............................................................53.2 Benefits of using a holistic approach to assessment..............................................................53.3 How to plan a holistic approach to assessment.....................................................................63.4 Types of risks that may be involved in assessment in own area of responsibility................63.5 How to minimise risks through the planning process............................................................74.1 Importance of involving learners and others in assessment process.....................................74.2 Types of information that should be made available to learners and others involved in theassessment process.......................................................................................................................84.3 Peer- and self-assessment can be used effectively to promote learner involvement andpersonal responsibility in the assessment of learning..................................................................84.4 Assessment arrangements can be adapted to meet the needs of individual learners.............9TASK 5............................................................................................................................................95.1 To judge whether evidence is sufficient, authentic and current............................................9
5.2 To ensure that assessment decisions are: made against specified criteria, valid, reliable orfair..............................................................................................................................................10TASK 6..........................................................................................................................................116.1 Importance of quality assurance in the assessment process................................................116.2 Quality assurance and standardisation procedures in own area of practice.........................116.3 Procedures to follow when there are disputes concerning assessment in own area ofpractice.......................................................................................................................................12TASK 7..........................................................................................................................................137.1 Importance of following procedures for the management of information relating toassessment..................................................................................................................................137.2 Feedback and questioning contribute to the assessment process.........................................13TASK 8..........................................................................................................................................148.1 Legal issues, policies and procedures relevant to assessment including those ofconfidentiality, health, safety and welfare.................................................................................148.2 Contribution of technology in making assessment process.................................................148.3 Requirement for equality and diversity in relation with assessment...................................148.4 Value of reflective practice and continuing professional development in assessmentprocess.......................................................................................................................................15CONCLUSION..............................................................................................................................15
INTRODUCTION Increasing learners understanding by providing them appropriate knowledge andinformation helps them in learning and developing. Assessor plays a crucial role in keeping closemonitoring over their student’s and maintaining their learning as well as growth (Lawless andHeymann, 2010). In this regards, the present study is taken into consideration which covers allthe principles and practices of assessment. Further, this study gives brief analysis about themethods appropriate to the assessment of knowledge and understanding. In addition to this, thisreport gives appropriate justification about the strengths and limitations of a range of assessmentmethods with reference to the needs of individual learners. It gives effective information aboutthe importance of involving the learner and others in the assessment process.TASK 11.1 Function of assessment in learning and developmentThere are different functions of assessment within learning and development whichclearly provides a measurement for the student progress. One of the most important purposes isto measure the learners understanding of the subject against the expected outcomes set by thecriteria (Janicak, Marder and Pavuluri, 2010). In order to assess the learning and developmentone of the best ways are creating different quizzes on socrative.com. It is the best functionthrough which formative evidence of learners understanding can be attained. Another most appropriate function for the assessment of learner’s development is usingformative or summative assessment. As per the viewpoint of assessor it is being determined thatit is highly essential to ensure that assessment decisions are consistently reviewed and verifiedinternally and externally both. It is required by assessor to introduce themselves to the learnerand make them sure that they understand what course is. They usually support them byexplaining all the units to the learners and support them in selecting right and suitable units(Darnhofer, Lindenthal and Zollitsch, 2010). Measurement and recording of achievement helpsin identify the learner’s development as well as his/her area of interest. With the help of setting targets for individuals as well as implementing benchmarkingtechnique appropriate learners performance can be assessed. It helps in identifying all the areasof improvements and making quality assurance as well. Setting target covers the setting datesand times to meet with the learners. After completing any assessment, assessor requiresproviding appropriate feedback (Bennett, 2011). However, he needs to encourage individual by1
giving them constructive feedbacks. With the help of implementing all these functions learnersarea of growth and development can be easily measured. 1.2 Key concepts and principles of assessmentThe major concept behind this assessment is just to check and monitor the progress anddevelopment growth of learners. There are some of the key concepts and principles ofassessment which includes:Fairness: Assessment should be related to particular criteria and requires being followintegrity in the whole process (Anastas and Eghbali, 2010). At the time of samples of markinginternal and external checks in samples of marking are high required. With the help of thismarking only assessor can take any decision regarding the validity of assessment. Reliability: The assessment decisions are requires to be made by tutor with the correctcompetence. It is the best effective way which provides appropriate judgment that is informativeand forms a professional viewpoint. Validity: There is a requirement of clear referencing within any assessment criteria. Here,decisions require to be justified with clear statement of examining body (Darling-Hammond,Barron and Tilson, 2015). At the time of assessing it with another tutor he also requires to awardthe same grade for the stated piece of work. 1.3 Responsibilities of the assessorAt the time of assessing individual’s learning and growth it is highly essential to maintainthe appropriate roles and responsibilities assessor. He is responsible for proper monitoring for thegrowth of individual. It is highly essential for him to make an informed decision about theevidence a student may submit to demonstrate their knowledge (Walker and Colledge, 2013).However, assessor might leads to face several problems regarding the learning of individual. It isrequires to understand that individual is meeting all the assessment criteria. One of the major jobresponsibilities of assessor is just to provide feedback to learner on the basis of theirperformance. This feedback clearly illustrates the requirements and needs of individuals. It is thebest and most effective way to learn and grow effectively. Through this, their progress can bemonitored with their phase of development throughout the qualification (Zoeller, Brown andVom Saal, 2012). Developing learners and making them grow effectively with time is becoming seriousconcern for assessor. For the same, evaluator requires to devise an appropriate assessment action2
plan which helps the learner to develop them. Through this action plan, they are able to identifyall the areas of improvements and easily identify some specific needs where developmentrequires. In order to complete any assessment all the learners must have complete knowledgewithin that area (Myers, 2011). It ensures the fairness and presents that everyone has affairchance to reach their potential. 1.4 Regulations and requirements relevant to assessment in own area of practiceThere are some of the most common regulations and requirements which are essential forthe assessment of own area of practice. Here, one of the most common acts is: The Equality Act 2010 which helps people in protecting from discrimination in theworkplace as well as in wider society. This is important for assessor to follow in order to avoidany type of discrimination (Wasson, 2015). All their learners should be provided equalopportunities and delivering them effective information as per their qualification. For the same,assessor needs to avoid any type of assumption about learner stereotypes and plan and deliverrequired qualification to meet out the needs of wide variety of learners. In addition to this, another most important regulation is Health and Safety Work Act1974. It presents the different duties of learners such as an employer requires protecting thehealth and safety and welfare at work of all their employees as well (Sheldon, Kryger and Gozal,2014). Assessor need to use Act’s mandatory guidelines which helps them in protecting thepersonal data they hold about the learners as well. All the information needs to be processedlawfully and used only for the lawful purposes. Total assessment information should beprocessed according to the individual rights and kept secure with the admin (Thomas andThomas, 2014). Moreover, the training centre of assessor must comply with the eight dataprotection act i.e. Fairly and lawfully processed Processed for specific purpose Adequate and not excessive Accurate and up to date Secure Not transferred to other countries without any type of adequate protectionDo not kept for longer time period than is necessary 3

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