Types of Assessment in Education

This assignment delves into the various types of assessment used in educational settings. It examines norm-referenced, criterion-referenced, and ipsative assessment, outlining their definitions, characteristics, and applications. The assignment also discusses theoretical perspectives on learning, such as Piaget's and Vygotsky's theories, providing context for understanding different assessment approaches.

Teaching,learning and
assessment in education and
training

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK-1............................................................................................................................................1
Role and responsibility of a teacher :PPT...................................................................................1
Ways to promote appropriate behaviour and respect for others:PPT.........................................1
TASK-2............................................................................................................................................1
Roles and use of initial diagnosis assessment ............................................................................1
TASK-6............................................................................................................................................4
10 different type of assessment ..................................................................................................4
TASK-7............................................................................................................................................9
Different theories of communication..........................................................................................9
CONCLUSION..............................................................................................................................11
REFERENCES .............................................................................................................................13

INTRODUCTION
The teaching, learning and assessment in education and training will be able to promote
equality and diversity through the approaches to education and training (Reece and Walker,
2016.). In order to guide the student an essential role is being played by an educator or teacher. A
range of activities are included in order to improve teaching. In order to collect the evidences of
about where the learners are their in their learning the assessment can be used. To meet the needs
of the learner the teaching and learning can be adapted.
In this report the role of a teacher based on their own job description will be
presented .And the code of practice related to their own areas of teaching , eduction and training
will also be discussed in this report. This report will be further recognize the importance to meet
the individual learning needs of the learners. The different type of assessment will also be
represented in this report.
TASK-1
Role and responsibility of a teacher :PPT
Ways to promote appropriate behaviour and respect for others:PPT
TASK-2
Roles and use of initial diagnosis assessment
A period of initial assessment is undergone by all learners. The individual learning and
support needs are being recognized by using the concept of initial assessment. With this the
individual learning plan is being designed that will be give the structure for their learning. For
the learning programme this will determine the starting point of the learner. During the learning
programme the leaning needs are the skills, knowledges and competence that a learner needs to
acquire. Support needs are the additional aid that is being given to the learners in order to deal
with the obstacles which may present them from fulfilling their learning programme. At the
beginning of any new class it is imperative that diagnosis assessment takes place in the first
class. The clear indication will be given through this about where the individual learner stands
and in order to highlight the areas where that students may need additional support and
assistance this tool is important (Savery, 2015.).
At time of delivering one to one tutorial this can be then be taken and with the students
this can be spoken about. It may appropriate to refer to the students after this has taken place in
order to give them extra classes for support in the areas such as numeracy or English. The clear
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indication of extra classes can be given through the initial diagnosis. I think it will be useful for
teachers as at the time of preparing the lesson plan these can be involved by them so that in any
specific are no student is single out and as a whole the class are learning at same level .During
my role as a teacher it is essential that each new learner has a starting point from where to start
the lesson. By the use of initial assessment procedure this can be found. To the learning process
initial assessment is a vital link. With this I can identify each learners starting point. The currant
level of the ability of the learners can be identified with this and in functional skills and personal
and social skill their need for support will be identified. I will be able to learn my learners at this
time. From somewhere every leaner need to start (Simonson, Smaldino and Zvacek, 2014.).
By using the initial assessments I will be give a chance to asses the current knowledge of
my learner and this will also enable to make sure that on the right course that suits the needs of
the learners is enrolled. The individual needs of the leaner can be discovered by me during the
initial assessment process. It is being stipulated by the equality act 2010 that education providers
are obliged legally in order to make reasonable adjustment to assist and guide the learners with
their disabilities participate and achieve in education. Around the learners the learning process
need to be based and the learners will be given a chance to indulge any concerns or worried
about the course through this initial assessments. This can also help me to plan the course that
will suit the needs and requirements of the learner. The foundation for my learners journey can
be layed by me by using the initial assessment. In order to develop preferring learning styles
initial assessment can also be used. On the individual ability and desire to learn the learning are
based.
The visual, auditory and kinaesthetic are three main learning styles. Most of the learners
are multi model that implies that not preferential styles is being used by them. Through
experiences I am inclined to think that learning styles can also be task motivated and on the
various past experience that learners has this could depend. In order to assist and guide me to
discover and target which specific areas of learning need to be developed the diagnosis
assessment can be used in order to achieve their learning goals. For an instance with maths a
learner can have problem but after diagnosis it being found that in order to understand the
fraction he has a problem. In order to achieve the final outcomes this would then highlight what
requirements need to be concentrated in order to help the learners on understand the fractions.
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It is essential for the teacher to recognize the individual learning needs due to following
reasons-:
Achieving quality – There are children in the classroom with behavioural, emotional or other
challenges. This may limit their abilities of learning. The education is acquired by the learners
without any barriers when the teacher identified their weakness and apply various measures to
overcome them. From the rest of the class this will make sure that challenged learners does not
feel left out (Susan Wallace, 2011).
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Developing talents - In the classroom the needs are not always negative. The process
understanding their skills is usually undergone by the learners. The teacher has enough
experience to tell whether the learners have that specific skill or talent. In order to develop the
nurturing is needs to develop skills and talents. Once it is being recognized by the teacher then
the essential support is given by them to develop them
Developing interest - The moral of the learners is boosted when the teacher identify and meet the
ends of the learners they will feel motivated. The individually prescribed instruction that is given
by the teacher helps many learners to understand and grasp concepts of education. To the
subjects of art and mathematics this is more applied. The learners will develop if they will feel
support from their tutor (Thomas, 2015).
Diagnosis assessment and its importance
In order to determine the strength, weaknesses, knowledge and skills of the student prior to the
instruction diagnosis assessment can be used. To diagnose the difficulties of the student it is used
primarily and also guides the lesson and curriculum planning. With this the teacher will measure
the truce learning of the student. A preview of what is being expected from child is being given
by this assessment. For the future lesson the idea is being given to the learners .
TASK-6
10 different type of assessment
As the systematic collection, interpretation and use of information about learning the
assessment can be defined. A better understanding to the teachers can given through assessment
as it will make them aware about what the learners know and understand. This will also help the
teacher to know about the skill and personal abilities of their learners. The quality assessment
practice can be underpin by the five principles. The first one is that it should be complementary
and supportive to the learning. The assessment need to be valid and reliable and for the purpose
and manageable it should fit in. The teachers professional judgement it should support. For
different reasons a range of assessment approaches can be used at different stages in the learning
sequence
1. Formative assessment - By the teachers it is used during the learning
process. To the successful teaching and
learning assessment is essential. A link
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between teaching and learning is being given
though assessment. In order to discover what
has actually taken place in learners developing
understanding during a sequence of learning
and teaching assessment can help them. It is
used in order to change the training and
learning activities in order to enhance the pupil
attainment. This is a range of formal and
informal procedures. On improving learning
the formative approaches focuses mainly. The
diagnostic testing is included in this type of
amassment. For both the students and teacher
the qualitative type of feedback is included in
this inn order to pay attention on details of the
content and performance. With summative
assessment it is commonly contrasted. In order
to recognize the concepts that learners struggle
to understand the formative assessments can
help. The detailed information is gathered by
the formative assessments in order to enhance
the learning of the student while it is taking
place. The integral part of formative
assessment is etching and learning .By
providing feedback it will contribute towards
the learning. Not only home-work and test are
included in a formative assessment but with the
student it can also be an interactive process
with the learners. For an instance group
discussion with the learners can include
allowing them to write question and answers
before to learning a topic. One of the valuable
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component of the formative assessment
process is descriptive feedback (Wanner and
Palmer, 2015.).
2. Summative assessment – In this the focus in on the realist of the
program. At the neds of a learning sequence
summative assessment comes and at a given
point it is used to acknowledge, record and
report on overall achievement of the pupil. At
the conclusion of a defined instructional period
summative assessments are used to analyse the
learning, skill acquisition and academic
achievement of a student. In order to find out
whether the student have learned what is
expected from them the test, assignment
projects are used. At the conclusion of a
specific instructional period summative
assessments are given and therefore they are
generally evaluation and not diagnosis. In most
districts , schools ad course summative
assessments are typically a major compensate
of the grading process. The standardised tests
are one of the most well-known and widely
discussed example of summative assessment.
In order to quantify achievement or to rewards
achievement summative assessment can be
used. The high stakes test, standardised state
exams, mid terms and final exams etc are some
examples of summative assessment. In order to
check the students' mastery of a subject
summative assessment can be used. The
questions for the use of parents are also
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included in many textbooks based on
instruction that is given(Jackie, 2015)..
3. Diagnosis assessment – The experience of the learners is improved
through the diagnosis assessment and also this
will also enhance their level of achievement.
The strength of the learner will be recognise
and also the areas where the learners need to
improve will also be identified from this
assessment. In order to diagnose the difficulties
of the student diagnosis assessment can be
used. This will help the teacher to discover the
strength, weaknesses , knowledge and skills
prior to instruction. It is beneficial for both the
instructor and the students. It will help the
teacher to plan meaningful and efficient
instruction. For an instance through this
assessment the teacher before only will know
whether the student knows about this
assessment or not. This will help the teacher to
pay attention more on the topics that learners
still need to be learn rather than on the topics
that students already know (Xu and Brown,
2016. ). In order to individualize instruction
this type of assessment will provide
information. On a particular portion of a unit or
course of study it may show a teacher that
addition instruction is needed by a small group
of students. For these students then
remediation can be provided by the teacher so
that with new content they can fully engage in
this assessment. In order to assess the future
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learning the baseline is created for assessment .
Before the instruction has occurred it shows
both the teacher and the students what is
knows before. On a topic this will set a
baseline. For an instance with group work the
instructor will survey students prior
experiences and also the attitude of the student
towards the group work will also be surveyed
by the instructor.
4. Evaluation assessment – With the overall performance of an
arrangement on a department, school or system
this assessment is concerned. At all the levels
for the performance of the school system this
assessment will make sure that there is
appropriate accountability. In order to monitor
this is used to inform curriculum planing and
provide information.
5. Dynamic assessment –
At times the teaching is being given on some
unfamiliar topic or field then this type of
assessment will help to measure what is being
achieved by the student. By continuously using
the dynamic assessment the teachers make
every efforts to neglect both scenarios .This
assessment can be used in order to discover
what is the actual learning needs of the each
student. From the culturally and linguistically
diverse backgrounds assessment the children is
not an easy task. The learning process is being
emphasized by the dynamic assessment. For
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the student it can be highly interactive and
process-oriented. A test-teach-retest model is
used by this assessment. On the ability of the
individual the emphasis is pay by this
assessment. In a structured way the dynamic
amassment can be done. For an instance to an
unknown object a teacher might refer during
the pretend play and after some time it is being
notice that particular new work is picked by
the child and that child have begun using it.
6. Synoptic assessment – In this type of assessment two or more than
two modules are combined in a single
assessment (Race, 2014.). In order to make
connections with modules such type of
assessment can help the children. This
assessment will also increase the involvement
of the students and also an opportunity to the
teaching staff will be given in order to adopt a
holistic approach for delivering the module.
The goal of this assessment is the underline of
the modularization of the curriculum. At the
course design stage Synoptic assessment must
be carefully built. In between the course teams
and a good and efficient communication is
required. A clear communication is needed of
instruction and expectation. Across the module
team the careful planning and coordination's is
needed in this assessment.
7. Criteria references tests and assessment – In order to measure the performance of the
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students against a fixed set of predetermined
criteria or learning standards these type of
assessment is designed. This type of
assessment is used in elementary and
secondary education in order to find out
whether the specific body of knowledge is
learned by student or not. The test will be
prepared by the students if they have answers a
certain percentage of questions correctly. If the
expected standards is not met by the student
who have taken the Criteria references tests
and assessment then that student will fail the
exam. On the other side if the expected
standard are met by the student the highest
possible score will also be earned by the
student. The multiple choice questions or true -
false question or open ended questions are
included in the Criteria references tests and
assessment. In order to use the test in a specific
course the individual teacher may design the
test. This test can also be high-stakes test as in
order to make an essential decisions about
students, educators , schools this test can be
used. In Schools the Criteria references tests
and assessment that are created by the
individual teachers are also very common. For
an instance a test can be evaluated by the
history teacher in order to find out the
understanding and retention of unit. In this
case the criteria might include the causes and
timeline of the war, the nations that were
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included, the dates and places of the battles etc.
A test may be designed by the teacher in order
to examine the student understanding of the
criteria and a minimum passing score will also
criteria references tests and assessment (Ou,
2015).
8. Ipsative assessment- Based on the earlier skills of the learners this
assessment will help to determine the progress
of the students. The performance is being
compared with the earlier performance in order
to find whether any improvement is being
made.
9. Non-referenced assessment- The relative performances of the students is
being compared in this assessment. The
ranking of the students is involved in this type
of assessment or their grades or marks are also
scaled.
10. Static assessment – At a singular time this assessment is being
carried out and the additional feedback is not
included in this. This assessment completely
differs from dynamic assessment.
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Illustration 1:
Criteria references
tests and
assessment
(Source:Norm-
referenced,
criterion-
referenced and
ipsative
assessment, 2017)

TASK-7
Different theories of communication
By the research of Jean Piaget and Lev Vygotsky the methods and approaches to teaching
has being greatly influenced (Kirkwood and Price, 2014). To the fields of education both of them
have contributed by giving explanations about the cognitive learning style and abilities of the
children. The ways in which the cognitive development of children is viewed may differ in both
of these theories that Piaget and Vygotsky but these both theories offer educators with good
suggestion on how to each certain materials in developmentally proper manner.
Piaget theory of communication
It is being proposed by the Piaget that in infant the cognitive development takes place
from infant to young adult in four stages .These stages are as follows-: sensorimotor, pre
operational, concrete operations and formal operations. The child is in the sensorimotor stage on
between the ages of zero and tow years of age. During this stage that his or her own world is
experienced by the child. Through the senses and through movement this experience is being
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Illustration 2: Non-referenced
assessment
(Source:Norm-referenced,
criterion-referenced and ipsative
assessment, 2017)

experienced by the child. Also the object permanence is also developed by the child during the
latter part of the sensorimotor stage With this the child can understand that there is exists a object
even though it is not within that area of vision (Entwistle, 2015.).
It is also being understood by the child that his/her actions s could course another action.
For an instance they will know that by kicking a phone the phone will start moving. The above
examples show the goal -directed behaviour of the child. In the sensorimotor stage the child can
also reverse their actions .The child is considered to be in the peri-operational stage during a
child second and seven year. During this stage Piaget stated that the ability of mental operation is
still not achieved by the child. The ability to think through actions is still not thee in the child
during this stage. The acquisitions of the skill of conservation is another essential aspect of this
stage. In between the age of seven to eleven years the concrete operation occurs. In the later
elementary years the students learn best through hands-on discovery learning .In this stage the
reasoning process also begin to take shape. The identity, compensation and reversibility are the
three basic reasoning skills that are acquired during this stage. It is being learned by the child
during this stage that a person or thing remain same over time period. From the age of eleven to
adulthood the final stage of cognitive development that is formal operations takes place in
children. During this stage people are able to think abstractly. The skills such as inductive and
deductive reasoning abilities area also being achieved by them. In order to solve the problem the
people in this stage make use of various resources and strategies. The complex thinking and
hypothetical thinking skills is being developed in the people (Baldwin, 2016). One is able to
recognize the factors of a problem and produces the solution through hypothetical deductive
reasoning. The best possible solution or principles are also imagined by the people in this stage.
Based on this theory various teaching strategies is being made by the teachers .The
actions and the verbal instruction will be sued by the teachers in the pre-operational stage as the
child has not yet mastered the mental operation. The his/her actions need to be demonstrated by
teacher as the child still not think through process. In this stage the use of visual aids will benefit
the child (Comparing Piaget and Vygotsky, 2017.). The hands on learning need to be attached
to the children during the concrete operational stage .In this the students also need to be
motivated to perform experiments .The children will develop the logical and analytical thinking
skills by performing experiments and soling problems. The short instruction also need to be
provided by the teacher. The opportunity to advance the skills in scientific reasoning and
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problem solving need to be given to the children by the teachers during the formal operational
stage. The open-ended project should also be offered to the students.
Bernstein theory of communication
To the study of communication a significant contribution was made by this theory. It is
being shown by this theory that in very day conversation an essential role is being played by the
language. Within the social group the relationship that are established get affected by the ways
language is being used and also the type of speech that is used. The elaborated and restricted
code are the two types of language codes. For the insiders who share the assumption the
restricted code are suitable .However on the other side the elaborated codes do not assume that
these assumptions or understanding are shared by the listener. The elaborated code are ore
explicit , more thorough and it also not need to the listener to read between the lines. On the
background knowledge and share understanding the speaker draw in the restricted code. A sense
of includeness is developed in this type of code. Among friends and families and other intimately
knot groups the restricted group can be found. Since the early 1970s the Bernstein code of theory
in sociology have undergone a considerable development. In both education and linguistics it has
a huge influence (Jackie, 2015).
Vygotsky theory of communication
In the field of psychology and eduction the Vygotsky theory also became a major
influence. Through the social interactions and their culture the students can also learn a lot. In the
cultural setting the human activities takes place. Through the process when the child receives
help then he or she may be able to make use of better strategies in the future. For the
sociocultural perspective scaffolding is another principle of this theory. With the hints or clues to
solve the problem is being provided in the scaffolding .In order to offer a student a better
approach to solve any problem in the future. The encouragement and strategies will be provided
in this theory .The strategies will form in order to assist the student to attempt the problem. The
major principle of Vygotsky sociocultural theory is considered as the development of language.
The cultural beliefs and the value system is being indicated by the language of a certain group of
people. As the same way the children learn cognitive skill the children learn the language in the
same way. In the language development it is very essential that a child' thinking regarding this
constraint of language. The private speech is also included in the other aspect of language
development. In order to guide actions and help in thinking the private speech can be used. The
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importance of cultural tools in cognition is also being emphasized in this theory. The help in the
communication can be provided by the cultural tolls as it can be technological tool. In order to
solve the problem or help in learning the various cultural tools are available such as language,
media, televisions, computers and books (Claire, 2012).
For teaching if the teacher is making use of Vyothskian methods then it will be a very
active member in education of student. By providing assistance the teacher would apply the
technique of scaffolding. And when relating new information the feedback can also be offered. It
should be ensured by the teachers that adequate amount of tools need to be given to the students
for learning. In order to better utilize the tools in the future the student need to be taught through
the use of tools such as computer, resource books and graphs.
CONCLUSION
Thus summing up the above report it can be concluded that to the learners the safe and
secure environment need to be given by teachers and also they need to discover way to promote
equality and diversity. Also, the quizzes, discussion etc ned to be organized in the classroom so
that to promote diversity and equality. By using the concept of initial assessment the individual
needs and support needs are identified by the teachers. The various tools such as computers,
resources books etc need to be used by teacher during teaching as it will help the children in their
learning.
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REFERENCES
Books and journals
Claire G., 2012. Perfect Assessment for Learning . Crown House Publishing, 2012
Jackie B., 2015. The Perfect Lesson - Third Edition: Revised and updated. Crown House
Publishing, 2015
Baldwin, M., 2016. Social work, critical reflection and the learning organization. Routledge.
Entwistle, N. ed., 2015. Handbook of Educational Ideas and Practices (Routledge Revivals).
Routledge.
Kirkwood, A. and Price, L., 2014. Technology-enhanced learning and teaching in higher
education: what is ‘enhanced’and how do we know? A critical literature review.
Learning, media and technology, 39(1), pp.6-36.
Ou, C., 2015. Innovation and Change in English Language Teaching: Theory and Practice.
English Today, 31(3), pp.59-60.
Race, P., 2014. The lecturer's toolkit: a practical guide to assessment, learning and teaching.
Routledge.
Reece, I. and Walker, S., 2016. Teaching, training and learning: A practical guide. Business
Education Publishers Ltd.
Savery, J.R., 2015. Overview of problem-based learning: Definitions and distinctions. Essential
readings in problem-based learning: Exploring and extending the legacy of Howard S.
Barrows, 9, pp.5-15.
Simonson, M., Smaldino, S. and Zvacek, S.M. eds., 2014. Teaching and learning at a distance:
Foundations of distance education. IAP.
Susan Wallace. 2011. Teaching, Tutoring and Training in the Lifelong Learning Sector. The
Perfect Series. Achieving QTLS Series. SAGE, 2011
Thomas, P.A., 2015. Curriculum development for medical education: a six-step approach. JHU
Press.
Wanner, T. and Palmer, E., 2015. Personalising learning: Exploring student and teacher
perceptions about flexible learning and assessment in a flipped university course.
Computers & Education, 88, pp.354-369.
Xu, Y. and Brown, G.T., 2016. Teacher assessment literacy in practice: A reconceptualization.
Teaching and Teacher Education, 58, pp.149-162.
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Online
Norm-referenced, criterion-referenced and ipsative assessment. 2017. [Online] Available
through: <http://www2.rgu.ac.uk/celt/pgcerttlt/assessing/assess5.htm/>.
Comparing Piaget and Vygotsky. 2017. [Online] Available through:
<http://www2.education.uiowa.edu/html/eportfolio/tep/07p075folder/
Piaget_Vygotsky.htm/>.
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