EDH70304 Assignment 1: Principles and Practice of Assessment Analysis

This assignment, completed for the Master of Teaching and Learning program (EDH70304), delves into the principles and practices of assessment within a social studies context. Part A focuses on contextualizing assessment, exploring program and module learning objectives (PLOs and LOs), and aligning assessment approaches with learning theories. The assignment then examines Assessment for Learning (AfL) in Part B, detailing methods used, validity, and reliability considerations. Part C addresses Assessment as Learning (AaL), and Part D analyzes the interpretation and use of AfL data to enhance learning. Finally, Part E explores Assessment of Learning (AoL) methods, and Part F discusses the feedback process and its impact on student learning. The student reflects on their teaching practices, incorporating AfL and AaL strategies to improve student outcomes and address identified issues, demonstrating a comprehensive understanding of assessment principles and their practical application in the classroom.

Programme: Master of Teaching and Learning
Module: Principles and Practice of Assessment in Social
Studies
Code: EDH70304
Name:
Supervisor:
Date of Submission:

ASSIGNMENT 1 (20%) – PART A
PART A: CONTEXTUALIZING ASSESSMENT
A1
Recalling your answer to Task A1.5 for EDH70104, what are the PLOs of the programme
you have chosen and are currently teaching or have taught?
Answer:
 To help the learners develop problem solving and creative thinking aptitude.
 To help them acquire skills and knowledge simultaneously.
 To aid the diagnosis of their conditions.
 To provide the students with a more flexible teaching and learning
atmosphere.
 To educate them about digital literacy.
A2
Recalling your answer to Task B1.5 for EDH70104, what are the LOs of the
subject/module you have chosen and are currently teaching or have taught?
Answer:
 To enhance their understanding of historical concepts.
 To help them memorize historical periods.
 To help them in analyzing historical events.
 Moreover, evaluate reasons for the historical incidents.
 To enable them to conceptualize psychological and chronological
significance of historical events.
 To motivate them to learn.
A3
Recalling your answer to Task B1.6 for EDH70104, given the PLOs, do you think the LOs
of the subject/module is appropriate? (In other words, do you think the LOs of the
subject/module are aligned to the PLOs? How?). Provide reasons for your answer and as
far as possible, be specific.
Answer: The chosen learning objectives are in accordance with the curriculum aims of the
subject. Hence, the focus remains on the concepts involved, which are the basis of the
PLOs and thus are suitable.
A4
Based on the documentation, what main approaches to assessment are proposed under
the programme you have chosen? Support your answer by citing the relevant evidence
from the programme documentation as far as possible. (Note: The three main approaches
are Assessment OF, FOR, or AS learning. Furthermore, often assessment FOR and AS
learning are usually implied instead of explicitly stated).
Answer: The learner centric approach was incorporated in the documentation mentioned
above. In the learner centric approach or student centered learning, incorporates the
methods of teaching wherein the focus of instruction is transferred from the teacher to the
learner (Schweisfurth, 2015). The purpose of this approach is to develop learner
independence and autonomy by imparting the students with skills for analyzing ways to
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learn a subject. This schemta helps to transform the learners into responsible and
independent individuals. The incorporation of this method in my teaching has led to
progressive outcomes.
A5
Based on the documentation, what main approaches to assessment are proposed for the
subject/module you have chosen? Support your answer by citing the relevant evidence
from the subject/module documentation as far as possible.
Answer:
A6
Are the main approaches to assessment proposed for the programme and for the
subject/module aligned? Provide reasons for your answer and as far as possible, be
specific.
Answer: The subject chosen is history and the approach selected in the program is learner
centric education, which is appropriate for both the facets. The reason for stating so is the
fact that history requires a lot of insight and the learner centric approach helps develop
independent thinking in the learners thereby aiding the overall development of the
learners.
A7
What theory (or theories) of learning underpins/underpin or is/are implied by the proposed
approaches to assessment for the subject/module (Note: State the theory/theories).
Answer: The learner centered theory of education has been implied by the approaches in
the assessment for the chosen subject, history.
A8
Why do you say this is the theory (or theories) of learning involved? Explain. (Note: Part of
your justification needs to be based on the relevant evidence in the subject/module or
programme documentation)
Answer: The learner centered pedagogy is involved in this assessment process because
the prime idea behind this theory is that the teachers should not only focus on the range of
information that they want the learners to know but the focus should rely on the capability
of learning of the learner as well as the learning interest of the learner (Dole, Bloom &
Kowalske, 2016). This approach is hence needed to provide the programme with the
appropriate vigour.
A9
Prior to enrolling in EDH70304, have you taken Task A1-A8 into consideration in planning
the assessment for the subject/module? Explain.
Answer: For the planning of this assessment, I have taken into account all the factors
described above so as to ensure the preparation of a well equipped plan that shall be
beneficial for both the learner and the teacher.
ASSIGNMENT 2 (30%) – PART B, C, AND D
PART B: ASSESSMENT FOR LEARNING (AfL)
B1
What do you understand by AfL?
Answer: AfL or Assessment for Learning is method of interpreting and seeking evidence
for the use of the learners as well as their teachers, in order to assess and locate the
learners in the course of their learning process and what facets can enhance their
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conditions (Andrade, 2013).
B2
Based on your chosen subject/module, what methods of AfL have you used/are using for
this subject/module? (Note: List the methods. Take note that methods of assessment are
NOT approaches to assessment. They mean different thing. You are strongly
recommended to do further reading in the matter)
Answer: The chosen methods of AfL for this subject are as follows:
 Appropriate questioning
 Feedbacks from the peers and the educator
 Self assessment techniques being taught to learners in order to make them
independent thinkers and analyzers
 Summative or formative assessments for helping the students to understand their
own learning capacities.
B3
Choose one of the methods named in B2. What was/is the method?
Answer: Formative Assessment: The purpose of this assessment method is to utilize
daily and normal assessments to judge the understanding of the pupil about the subject
(Dixson & Worrell, 2016). It aids the teacher to enhance the methods by which the
students acquires understanding of the subject.
B4
Why was/is this method used?
Answer: The Formative Assessment method is used in order to improve the knowledge of
the learners about the subject, through interesting and often informal assessment
techniques and other co-curricular activities. The method is also useful for the teacher to
understand the extent to which the learner has understood the concepts of the chosen
subject.
B5
For the method named in B3, how have you attempted to increase the validity of the
assessment? (Note: In answering, define validity in the context of AfL first)
Answer: Validity of the formative assessment is based on the extent to which the empirical
evidence supports the adequacy of actions and inferences based on the assessment
scores of the learners (Trumbull & Lash, 2013). To enhance this, I have incorporated
lesson plans that improves the complete educational process of the learners.
B6
For the method named in B3, how have you attempted to increase the reliability of the
assessment? (Note: In answering, define reliability in the context of AfL first).
Answer: The reliability of the formative assessment can be based on the consistency of
the results from the replications of the assessment processes (Parkes, 2013). To improve
the reliability I have planned to keep track of the performance levels of the learners.
B7
For the method named in B3, other than taking into consideration the validity and reliability
principles, how have you attempted to ensure it conformed to the principles and practice of
good assessment? (Note: Name the principles and practice of good assessment involved
and explain how you have attempted to conform to them).
Answer: It should be noted that complete assessment of the learners depends not only on
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the grading provided by the teacher but also on the extent of the student’s understanding
of the subject. Hence, I have introduced lesson plans that are unconventional and focus
on preparing the learners for their future and not only for the examinations.
PART C: ASSESSMENT AS LEARNING
C1
What do you understand by assessment as learning (AaL)?
Answer: Assessment as Learning is the method of making the students assess their own
learning with the help of self assessment, so that they gain an in depth understanding of
the subject (Dann, 2014).
C2
How have you incorporated AaL in the subject/module named in A3?
Answer: I have introduced peer reviews and debates in the curriculum of the learners so
as to help them analyze their levels of understanding of the chosen subject and improve
themselves accordingly. This method also promotes team spirit and transparency within
the classroom.
PART D: INTERPRETING AND USING AfL DATA (EVIDENCE OF LEARNING)
D1
What is the nature of learning evidence you have collected from the AfL method you
named in B3 (Note: The evidence can be quantitative or qualitative; written or oral, etc.)
Answer: The learning evidence collected from the Formative assessment method are of
two types namely indirect and direct methods. Instances for the direct method are quizzes,
exams, research projects, class participation; while the indirect methods incorporates
course evaluations, percentage of active learning, outline of conceptions and so on.
D2
How have you analysed and interpreted the learning evidence?
Answer: The direct method has been interpreted with the help of the performance of the
students in the exams, quizzes, research projects; on the other hand the indirect
measures has been analyzed with the help of course evaluations, percentage of active
learning in class and such other methods.
D3
What have you learned about your learners’ learning after analysing and interpreting the
learning evidence?
Answer: The indirect methods of formative assessment have helped me analyze the
accounts of learning of the students, while the direct methods have assisted me in
analyzing the specific capacities of the learners and ways to assist them accordingly.
D4
What have you learned about your teaching after analysing and interpreting the learning
evidence?
Answer: Teaching is not just the process of giving instructions and information to the
learners but also the assessment of the learners’ individual capabilities and helping them
evolve accordingly. This is the lesson that I have learnt from the learning evidence.
D5
What follow-up actions have you taken to optimize your learners’ learning based on what
you learned in D3? (Note: List the follow-up actions).
Answer:
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 Introducing more team debates and assignments to aid self assessment of
the learners.
 Involving more digital and active learning techniques to make the lesson
plans more interesting.
 Implementation of more research projects and assignments in order to
expand the threshold of knowledge of the learners.
D6
What issues have you encountered in taking the follow-up actions named in D5?
Answer: The implementation of any new or improved methods of learning requires time as
the students need to adjust themselves in accordance with the learning process. Another
issue encountered by me was the focus on the individual development of the learners.
D7
How have you dealt with the issues encountered to optimize your learners’ learning?
Answer: The issue of time was dealt with patience and proper research to enhance the
process of learning at a reasonable pace. The issue of individual development was dealt
with the implementation of the summative assessment technique.
ASSIGNMENT 3 (30%) – PART E AND F
PART E: ASSESSMENT OF LEARNING (AoL)
E1
What do you understand by AoL?
Answer: Assessment of Learning or AoL is the summation of the information accumulated
after the completion of the learning process in order to rank the achievements of the
learners in accordance with a set standard (Boud, 2013).
E2
Based on the subject/module you stated in A3, what methods of AoL have you used/are
using for this subject/module? (Note: List the methods. Take note that methods of
assessment are NOT approaches to assessment. They mean different thing).
Answer: The methods of Assessment of Learning utilized in the learning process for the
chosen subject are as follows:
 Diagnostic Assessments
 Formative Assessments
 Summative Assessments
 Norm referenced Assessments
 Criterion referenced Assessments
 Interim or Benchmark Assessments
E3
Choose one of the methods named in E2. What was/is the method?
Answer: Diagnostic Assessment method is implemented in order to assess any learner’s
strength, weakness, skills and knowledge before the instructions of the learning process
are executed (Edelenbos & Kubanek-German, 2004). It is assesses the current condition
of the learner based on their past performance and issues and is slightly similar to
formative assessment.
E4
Why was/is this method used?
Answer: The diagnostic assessment method is utilized in order to identify the learner’s key
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abilities, the strengths and weaknesses so as to improve their field of knowledge
accordingly.
E5
For the method named in E3, how have you attempted to increase the validity of the
assessment? (Note: In answering, define validity in the context of AoL first)
Answer: The validity of the diagnostic assessment has been increased with the
improvement in the content of the measures used in the learning process. The criterions of
the method has been used to predict outcomes of other assessments. The variables
involved has also been enhanced.
E6
For the method named in E3, how have you attempted to increase the reliability of the
assessment? (Note: In answering, define reliability in the context of AoL first).
Answer: The reliability of the diagnostic assessment has been enhanced by ensuring
temporal stability wherein the performance test results can be compared with other
aspects of the learning process. The performance among the learners are equivalent and
has been the same on varied contents. The internal consistency of the learners have been
maintained, which have been analyzed with the responses on tests of varied topics within
the parameters of the chosen subject.
E7
For the method named in E3, other than taking into consideration the validity and reliability
principles, how have you attempted to ensure it conformed to the principles and practice of
good assessment? (Note: Name the principles and practice of good assessment involved
and explain how you have attempted to conform to them).
Answer: The information regarding the assessment has been accessible, explicit,
transparent and equitable. The aims of the learning program have been aligned with the
content and methods of the teaching process. Formative and summative assessments
have been utilized to enhance the program (Brown & Lee, 2015).
PART F: INTERPRETING AND USING AoL DATA (EVIDENCE OF LEARNING)
F1
What is the nature of learning evidence you have collected from the AoL method you
mentioned in E3 (Note: The evidence can be quantitative or qualitative; written or oral,
etc.)
Answer: The nature of learning evidence secured from the diagnostic assessment is
based on the tests taken prior to the beginning of the learning process. These tests were
prepared to understand the psychological conditions of the learners as well as learn about
the way in which they shall understand the lesson plans in the most effective manner.
F2
How have you analysed and interpreted the learning evidence?
Answer: I have analyzed the learning evidence of the diagnostic assessment by identifying
the individual capabilities, weaknesses and strengths of the learners and prepare the
lesson plans in accordance with such results for equivalent progress of the entire batch of
the learners and thereby a successful completion of the learning process.
F3
What have you learned about your learners’ learning after analysing and interpreting the
learning evidence?
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Answer: I have understood that the learners find the lesson plans more interesting when it
is in the form of a digital learning and group assignments.
F4
What have you learned about your teaching after analysing and interpreting the learning
evidence?
Answer: My teaching methods have become innovative in order to incorporate an
equivalent progress of the whole batch. The learners have enhanced my teaching abilities
as a range of learners provide more grounds for educating oneself about the varied
backgrounds they come from.
F5
What follow-up actions have you taken to optimize your learners’ learning based on what
you learned in F3? (Note: List the follow-up actions)
Answer: In order to optimize the learners’ learning I have introduced more sessions that
lets the learners mingle and speak about their cultural backgrounds, which not only
enhances their knowledge about different cultures but also promotes healthy relationships
between them.
F6
What issues have you encountered in taking the follow-up actions named in F5? (Note:
List the issues).
Answer: The issues encountered while employing the follow up actions were the topics of
discussions. When gathered together for mingling sessions, students tend to delineate
from the agenda of the session, this has been the only minor issue in this process.
F7
How have you dealt with the issues encountered to optimize your learners’ learning?
(Note: For each issue listed in F6, explain how you dealt with it).
Answer: In order to make the learners align with the topic of discussion of the session, I
had divided the session into diverse segments and allotted time for each segment which
made it significant for the learners to express their views within a limited time span and
hence reduced delineation.
ASSIGNMENT 4 (20%) – PART G
PART G – REFLECTION
C1
Assessment in general - Looking back, prior to and after enrolling in EDU70303 and
engaging in the preceding tasks, list three significant changes that your understanding this
aspect have undergone (Note: Be as specific as possible in your explanation).
Answer:
 Addition of an extra objective based on learner diversity within the scope of
the process.
 The objective of the assessment must be altered to an inclusive approach.
 Since the chosen level of education is primary, language should be given
prime focus.
C2
Your programme’s approach to assessment – Looking back, prior to and after enrolling in
EDU70303 and engaging in the preceding tasks, list three significant changes that your
understanding this aspect have undergone (Note: Be as specific as possible in your
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explanation).
Answer:
 The learners shall gain an interesting insight into the history of the world.
 There shall be learning outcome in relation to learning in a creative manner.
 The learners shall also enhance their knowledge about cultural diversity
that exists widely in across the globe.
C3
Your subject/module’s approach to assessment – Looking back, prior to and after enrolling
in EDU70303 and engaging in the preceding tasks, list three significant changes that your
understanding of this aspect have undergone (Note: Be as specific as possible in your
explanation).
Answer:
 As the lesson plans are interesting for the learners hence, more
involvement of the learners has been observed.
 The inclusion of open end debates have resulted in a wider clarity in the
thought process of the learners.
 The critical thinking skills of the learners have been enhanced.
C4
Relationship between the PLOs and LOs of your programme and subject/module
respectively – Looking back, prior to and after enrolling in EDU70303 and engaging in the
in the preceding tasks, list three significant changes that your understanding of this aspect
have undergone (Note: Be as specific as possible in your explanation).
Answer:
 More participation of the learners in the method of cooperative learning.
 The feedback process has been successful and effective
 The creative levels of the learners have been improved to a considerable
extent.
 The learners know more about cultural diversity after the mingling sessions.
C5
AoL of your chosen subject/module – Looking back, prior to and after enrolling in
EDU70303 and engaging in the in the preceding tasks, list three significant changes that
your understanding of this aspect have undergone (Note: Be as specific as possible in
your explanation).
Answer:
 The diagnostic approach has made the relation between the learner and the
teacher more compatible.
 The individual performances of the learners have been improved and the
diagnostic approach has made it possible to keep the progress of the
learners significantly equivalent.
C6
AfL and AaL of your chosen subject/module – Looking back, prior to and after enrolling in
EDU70303 and engaging in the preceding tasks, list three significant changes that your
understanding of this aspect have undergone (Note: Be as specific as possible in your
explanation).
Answer:
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 The learners have become more independent in thought and application of
their thoughts in their assignments.
 The AfL and AaLs have incorporated in the use of interesting modes of
learning that has enhanced the interest of the learners in the course of the
learning process.
C7
Other than those covered by Tasks C1-C6, looking back, prior to and after enrolling in
EDU70303 and engaging in the preceding tasks, list one significant change that your
understanding of assessment matters in general have undergone (Note: Be as specific as
possible in your explanation).
Answer:
 The curriculum must not only highlight the contents of the learning process
but also the interrelations between the other subjects of the complete
curriculum.
 In order to include more involvement, priority needs to be given to physical
education.
 Divers creative learning options must be selected to secure more
involvement of the learners.
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References
Andrade, H. L. (2013). Classroom assessment in the context of learning theory and research.
SAGE handbook of research on classroom assessment, 17-34.
Boud, D. (2013). Enhancing learning through self-assessment. Routledge.
Brown, H. D., & Lee, H. (2015). Teaching principles. P. Ed Australia.
Dann, R. (2014). Assessment as learning: Blurring the boundaries of assessment and learning
for theory, policy and practice. Assessment in Education: Principles, Policy &
Practice, 21(2), 149-166.
Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the
classroom. Theory into practice, 55(2), 153-159.
Dole, S., Bloom, L., & Kowalske, K. (2016). Transforming pedagogy: Changing perspectives
from teacher-centered to learner-centered. Interdisciplinary Journal of Problem-
Based Learning, 10(1), 1.
Edelenbos, P., & Kubanek-German, A. (2004). Teacher assessment: The concept of
‘diagnostic competence’. Language testing, 21(3), 259-283.
Parkes, J. (2013). Reliability in classroom assessment. SAGE handbook of research on
classroom assessment, 107-123.
Schweisfurth, M. (2015). Learner-centred pedagogy: Towards a post-2015 agenda for
teaching and learning. International Journal of Educational Development, 40, 259-
266.
Trumbull, E., & Lash, A. (2013). Understanding formative assessment. Insights form
learning theory and measurement theory. San Francisco: WestEd.
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