Theories, Principles, and Models of Assessment for Task 3

PERSONAL NOTES ON THEORIES, PRINCIPLES AND MODELS OF ASSESSMENT FOR TASK 3
TASK 3
Preamble:
I have considered three forms of Assessment being:
 1 – DIAGNOSTIC – INITIAL ASSESSMENT
 2 – FORMATIVE – TYPES OF ASSESSMENT – REPORT, ESSAYS, GROUP
DISCUSSIONS, ONE TO ONE, PRESENTATIONS
 3 – SUMMATIVE – THE PRODUCT OF THE PROCESS OR FINAL WORK
3.1
Models of assessment:
Competency based model
A competency model is a document created by a Human Resource department that outlines
the basic qualifications, experience, and behavioural characteristics that allow an individual
to effectively perform their job. Competency models determine what achievement in each
employee role might look like within the organisation. The model is used in hiring, talent
acquisition, preparation, and performance appraisal.
Non competency based model
This can be defining as the function which is based on development learning in student by
flowing and rigid process. This is time bound in nature where person has to work of
particular approach of working. this may business different function in order to incite
learning in individual.
Link between theory and assessment
It is crucial that learning occurs. As a result, it is critical to ensure that learning has occurred,
this is achieved by evaluation. From a short and easy learning check in the form of student
questioning to a final test that could cover the entirety of the criteria for granting the
certificate, testing comes in all shapes and sizes. Diagnostic, Formative, and Summative
assessments are the most general groupings of assessments.
Black and Wiliam say – inside the black box
Paul Black and Dylan Wiliam of King's College London published a ground breaking thesis
in 1988 called "Behind the black box: Raising expectations through classroom appraisal." It
cited research from around the world that evaluation approaches that aim to enhance rather
than just evaluate learning will boost expectations.
Principles being:
Reliability – does the assessment reflect the learner’s ability?
Yes it reflects the learner’s ability in order to grab the knowledge.
Validity – is the outcome accurate for the learner? Is the test the correct one?
Yes the test is a correct one where it provides accurate outcomes to the learner.

PERSONAL NOTES ON THEORIES, PRINCIPLES AND MODELS OF ASSESSMENT FOR TASK 3
Currency – is the assessment fresh or is it old? Do you need to do an up to date assessment?
This is this fresh where it provides information for the current time there is no need of
updating the date of assessment.
Authenticity – are tests just enough? Or should you also use group and role play or test the
learners present skills?
The entire test is enough to conduct an appropriate outcome where there is no need of others.
Transparency – should learners know on what they will be assessed on?
In regards to this test learner has full knowledge of what being accessed on behalf of them.
Sufficiency – is the teaching enough to properly assess the learner?
All the technical and teaching supports are enough in order to perform these.
Development Feedback – notes – is it useful, understandable, relevant, easy to follow, self-
improvement, improve the learner’s knowledge?
Understandable
What did Hattie Say?
Hattie makes it clear that his study is focused on student success rather than any of the
intricacies of school life. However, locating data that aids in understanding student
interaction and classroom management is not challenging.
3.2
1. an example of initial assessment is: explain eg initial entry test brief note
Initial evaluation is the method of assessing an individual's learning and care needs in order
to establish a tailored learning plan that will direct their development. To put it another way,
it establishes the learner's starting point for their educational journey.
2. A Diagnostic assessment is: explain brief note
A diagnostic evaluation is a form of pre-assessment in which teachers determine students'
abilities, shortcomings, experience, and skills prior to teaching them. Following teaching, an
equivalent evaluation will be provided to decide whether students have fulfilled the course's
prescribed learning objectives.
3. Explain how initial and diagnostic test helps to agree action plan and ILP for the
learner – brief note
Initial and diagnostic tests are among learners' first encounters with the institution, and they
can have an effect on their first experiences. If the experience is constructive, involved, and
engaging, it will help to build an environment in which students can discuss and take
ownership of their learning.
4. Explain what are retention and achievement rates – brief note