Understanding the principles an practices - 1

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Understanding the principles an
practices - 1

Table of Contents
1.1 Explaining functions of the assessment in respect of learning & development....................3
1.2 Describing concepts and the principles of an assessment......................................................3
1.3.................................................................................................................................................4
1.4.................................................................................................................................................5
REFERENCES................................................................................................................................1

1.1 Explaining functions of the assessment in respect of learning & development
a. Initial assessment in determining the learners needs
It refers to the practice of determining learning and support of an individual needed fro
enabling design of learning plan for an individual that would provide a structure for their
respective learning. On the other side, it identifies starting point of learners for their own
learning programme.
b. identifying role of formative assessment in tracking the learners progress
Assessment are considered as vital to an education process. In classrooms, the formative
assessment referred to a frequent and interactive analysis of the student progress and developing
understanding regarding identifying learners requirements and accordingly adjusting the teaching
appropriately (Guzman‐Orth, Song and Sparks, 2019). This type of assessment seeks for
promoting goals of a lifelong learning involving higher level of the students achievements,
greater outcome and improved level of learning skills.
c. Role of summative assessment in analysing learning achievement
It acts as the process through which teacher collects an evidence in a systematic and the
planned way for the purpose of drawing an inferences about learning of their student on the basis
of their professional judgement. It also helps the teachers in reporting at a specific time in
relation to achievements of their students.
1.2 Describing concepts and the principles of an assessment
a. Assessing as the process in making learners judgements
Assessment is reflected as the process used for making particular educational decisions
and is the practice of evaluating an extent towards which a participants in an education has
developed their respective skills, knowledge and understanding. It plays a critical role in a
learning experience as it helps learners in identifying progression and in demonstrating that they
had achieved their respective learning outcome.
b. Meaning of validity and the reliability decisions
Reliability of a particular assessment is depicted as an extent towards which it measures
the learning on a constant basis (Graesser and et.al., 2017). However, validity refers to an
assessment tool that measures for which it has been deigned for measuring.
c. Role of an evidence in context of making an assessment decisions

Gathering an appropriate type of the evidence is seen as the critical aspect of an
assessment process. An evidence plays an important role for demonstrating that an individual or
person is competent enough.
d. Meaning relating to evidence need to be authentic, current and adequate
The evidence that are used in an assessment need to be authentic, sufficient, current and
valid. Authentic means an evidence must be produced pertaining to learner assessed and not by
someone else. Current means an evidence showing that a candidate is still competent at the
assessment time (Zhao and et.al., 2017). Sufficient demonstrate the competence over the time
period that is been able to repeated, complying with the language, numeracy levels and literacy
skills that matches with the task work.
e. Significance of fairness and objectivity of the learners
It indicates that at the time of assessment it is to assure that students are safe and
competent for entering into register or in contributing on the course.
f. Importance of fairness and an objectivity of a learner
It takes into account an objectivity and fairness of an individual learner need and
circumstances of student where consistent standards need to be met.
1.3
a.
The foremost responsibility of an assessor is to plan for an appropriate assessment that
meets an expectation and need of learners. It means an assessor is required to compare an
evidence with the set standards with recording process and decision of assessment and providing
feedback to the learners.
b.
It involves making an important decisions for an organization non the routine basis. In
this assessor would have be conducting appropriate tests for evaluating decision making of
learners.
c.
After making an assessment decision, an assessor plans for assessment that meets the
need of the learner effectively and efficiently.
d.

Facilitating feedback to learners is also a major responsibility of assessor under which
they takes feedback from learners regarding the plan made and decisions taken which helps them
in knowing that learners needs are met or not.
1.4
a.
The general requirements that is to be met by an assessor as the process part involves
getting approval by the regulatory body and meeting with the standards in communication with
the relevant parties.
b.
It is important to comply with all the regulations as the purpose of an assessment strategy
is ensuring subject as per relevant guidance and the regulations, for giving quality services to the
learners and in maintaining reputation of organisation.

REFERENCES
Books and journals
Graesser, A. C. and et.al., 2017. Assessment with computer agents that engage in conversational
dialogues and trialogues with learners. Computers in Human Behavior. 76. pp.607-616.
Guzman‐Orth, D., Song, Y. and Sparks, J. R., 2019. Designing Accessible Formative
Assessment Tasks to Measure Argumentation Skills for English Learners. ETS Research
Report Series. 2019(1). pp.1-15.
Zhao, C. and et.al., 2017, May. Exploring the role of assessment in developing learners’ critical
thinking in massive open online courses. In European Conference on Massive Open Online
Courses (pp. 280-289). Springer, Cham.
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