Unit 12 Assessment Task 2 Report: Assessment Types and Needs

This report analyzes three primary types of assessment: formative, interim, and summative. Formative assessments are ongoing, providing immediate feedback, while interim assessments are more formal, offering results over time. Summative assessments occur at the end of a learning period, often with limited feedback. The report also discusses the diverse needs of client groups, including market position, cost considerations, competition, and communication. Furthermore, it highlights specialist services within a community, such as a breakfast club, female-only employment programs, and unemployment services. Finally, the report addresses legal and ethical considerations, including invasion of privacy, confidentiality, rights to results, and the least stigmatizing label, alongside relevant legislation and litigation factors. This comprehensive overview provides valuable insights into educational assessment practices and ethical responsibilities.

Assessment Task 2
Name
Institution

Running Head: Assessment Task 2

Running Head: Assessment Task 2
Contents
Unit 12 Assessment Task 2..........................................................................................................................1
1..................................................................................................................................................................3
2..................................................................................................................................................................3
3..................................................................................................................................................................4
4..................................................................................................................................................................5
5..................................................................................................................................................................6
Legal and ethical considerations:.............................................................................................................6
References:..................................................................................................................................................8

Running Head: Assessment Task 2
1.
There are three different types of assessment exists, such as- Formative Assessment; Interim
Assessment; and Summative Assessment.
 Formative Assessment: Formative assessment happens in minimum time, as students
are on the route of making the implication of new topic and of assimilating it into what is
already known by them. This process instantly reacts to the student's action to help the
learner revolutionize their activities (Keeley, 2013). It can be as casual as monitoring the
learner's effort or as strict as a written examination. For example- a quiz, interactive
debate, warm-up or on the spot presentation, etc.
 Interim Assessment: Interim assessment is a long term process. Student gets the result
quickly though not instantly (Riggan & Oláh, 2011). This assessment inclined to be more
official, using apparatus such as assignments, written coursework, and examinations.
Example- chapter test, brought essay writing, etc.
 Summative Assessment: Summative assessment usually happens at the end of the class
year. Results take a lot of time to give to the learner, advice to the apprentice is very
restricted, and the student frequently has no chance to be recalculated. They can only
compare their merit with a bunch of other students. Example- final examinations,
research assignments, etc. (Gardner, 2012).

Running Head: Assessment Task 2
2.
 Formative assessment process: When teachers connect with their learners in the
formative assessment procedure, their affiliation generates influential learning results.
Together they focus on education goals, store the current work and make efforts to
achieve the goals (Keeley, 2013). Socrative, kahoot, zaption, backchannel chat tools, etc.
are perhaps the tools used in this process. To collect information- warm up, class work,
small presentations, peer assessment, exit tickets, homework, self-evaluation are the best
possible ways.
 Interim assessment process: This process helps students to evaluate their
accomplishment and to recognize their patterns of learning. Principals or teachers use this
data to track the progress of their students. Interim data also help the parents to know the
improvement level of their child (Riggan & Oláh, 2011). With the help of interviews,
analyzing instruments teachers can collect the Interim data.
 Summative assessment process: Summative assessments can be collected in three main
ways- examinations, assignments, and projects. This process makes the results by a
specific evaluative learning period. It usually determines whether the learner has learned
what he was expected to teach (Gardner, 2012). By analyzing this data, teachers can
identify the problems of the students and might be able to help them.
3.
The diverse needs of a client group are-

Running Head: Assessment Task 2
1- At first, they must analyze their current market position. Poor market position affects the
clients in a negative way. After a proper analyzing of the market position, clients will be
able to take a further step to modify or to maintain their market position.
2- Clients have to figure out their costs. Without proper cost estimation, an educational
institute cannot reach ultimate success. Client group and the whole institution will be
affected if the lack of proper estimation gives them a loss (Hardy & Aruguete, 2013).
3- They should consider the point of competition. Clients must give importance to their
competitors and what they provide to the students. Based on that information they can
improve their systems.
4- Communication is one of the most important diverse needs that affect the client group
very much. Clients or teachers must communicate with the students and their parents to
know about their views and compliments about the services.
5- They need to improve their educational systems from time to time. It will give both the
students and the teachers an enthusiastic zeal to perform well in their territories. If the
students and the teachers will be happy, then it will ultimately help the clients and the
whole institution in a positive way (Hardy & Aruguete, 2013).
4.
Our area provides a range of specialist services, which are-
1. Breakfast Club: Our area has a service center named Breakfast Club, which provides
hygienic foods and other necessary things to the nearby hospitals, health care centers,
asylum, etc. This process helps to maintain the fitness and health of the patients and their

Running Head: Assessment Task 2
families. Apart from only sending foods, they also arrange annual seminars to aware
people about a healthy life. This club is also bringing a job opportunity for many young
and aged people (Specialist services, 2010).
2. Female employees only: Our community also has an employment program which
includes only female workers. Any female, whether a single mother, prostitute or other
general women can join this program. This program comprises art and cultural programs,
handcraft, fitness programs, yoga sessions, dance classes, etc. This program helps the
local women to show their talents and at the same time to earn money for themselves. It
also promotes the cultural value among peoples.
3. Unemployment services: The community also presents a variety of customized
employability determined programs; mixing a blend of multisport movement, enfold
about support, teaching/life skills course, mentoring and hold up for preparation,
volunteering, learning and service destinations.
5.
Legal and ethical considerations:
 Invasion of privacy: This issue deals with privacy matters. It must be considered that the
authority is eventually accountable for everything. The client should be informed
everything about the assessment in an understandable language. It would be better to give
a written assent (Narayan Biswal, 2016).
 The right to Confidentiality: Confidentiality means that the result should be accessible
only by the authority and the client. Without client's permission authority can not release

Running Head: Assessment Task 2
the result to a third person. Authority must make sure that the results are stored in a safe
place.
 The right to results: The authority must give a satisfactory explanation to the clients
about the assessment process and its possible outcomes. But this does not mean that the
client should know every ending, it will merely depend upon the benefit of the client.
 The right to the least stigmatizing label: Counselors should use least and accurate
stigmatizing label to deal with individual clients (Widrig & Tag, 2014).
 Legislation: There are many laws under the legislation. Civil Rights Act of 2011
prevents inequity in employment procedures. Individuals with Disabilities Education Act
of 2004 ensure that children are measured honestly (Gralton, 2011).
 Litigation: Minimum competency and diversity in education are considered as important
factors of litigation.

Running Head: Assessment Task 2
References:
Riggan, M. & Oláh, L. (2011). Locating Interim Assessments Within Teachers' Assessment
Practice. Educational Assessment, 16(1), 1-14.
Specialist services. (2010) (1st ed.). Syosset, N.Y.
Widrig, D. & Tag, B. (2014). LEGAL ISSUES: A FRAMEWORK FOR IDENTIFYING
LEGAL ISSUES IN ASSESSMENT. International Journal Of Technology Assessment,
30(06), 587-594.
Narayan Biswal, B. (2016). Ethical Issues in School Educational Management. Issues And Ideas
In Education, 4(1), 29-36.
Keeley, P. (2013). Formative Assessment: Formative Assessment for Teacher Learning. Science
And Children, 051(03).
Hardy, P. & Aruguete, M. (2013). Needs assessment in STEM disciplines: reliability, validity,
and factor structure of the Student Support Need Scale (SSNS). Assessment & Evaluation
In Higher Education, 39(5), 553-562.
Gralton, E. (2011). Forensic issues in adolescents with developmental disabilities (1st ed.).
Philadelphia, PA: Jessica Kingsley Publishers.
Gardner, J. (2012). Assessment and learning (1st ed.). London: SAGE.