Assessment Methods and Principles in First Aid Training Report

This report delves into the principles of assessment, specifically within the context of first aid training, addressing the needs of first aid trainers in the United Kingdom. It examines nine key assessment principles, such as validity, reliability, and transparency, providing examples and explanations. The report further explores a variety of assessment methods, including summative, formative, diagnostic, and performance assessments, presenting their purposes, benefits, and limitations in a comprehensive table. The final section evaluates the effectiveness of selected assessment types in meeting the needs of learners during observed teaching practice sessions, focusing on the application of assessment methods in real-world scenarios and the impact on student learning outcomes, with a focus on awareness, practices and right attitude towards the learning processes.

Running head: EDUCATION AND TRAINING
EDUCATION AND TRAINING
Name of the Student:
Name of the University:
Author Note:

EDUCATION AND TRAINING
Table of Contents
Part a:...............................................................................................................................................2
Principle 1:...................................................................................................................................2
Principle 2:...................................................................................................................................2
Principle 3:...................................................................................................................................3
Principle 4:...................................................................................................................................3
Principle 5:...................................................................................................................................3
Principle 6:...................................................................................................................................4
Principle 7:...................................................................................................................................4
Principle 8:...................................................................................................................................5
Principle 9:...................................................................................................................................5
Part b:...............................................................................................................................................6
Part c:.............................................................................................................................................13
a. Formative assessment:....................................................................................................13
b. Summative assessment:...................................................................................................13
c. Diagnostic assessment:...................................................................................................14
Bibliography:.................................................................................................................................15
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Part a:
First aid trainer is the person who trains in activities related to the learners, who will gain
the knowledge of providing the beginning as well as immediate assistance to the minor or severe
injured people (Oliver, Cooper and McKinney 2014). They will make them learn about the basic
principles and will allow them to learn about taking care so that they can preserve lives and can
prevent them from any difficult situation from getting any worse (Morawska et al. 2013). The
learners will acquire knowledge about promoting recovery and will care for those injured people
(Oliver, Cooper and McKinney 2014). First aid is actually performed by an individual, who
possesses the basic medical training and has practised for quite a few years (Gryglewicz, Childs
and Soderstrom 2018).
There are nine principles of assessment, and that is:
Principle 1:
The first principle assures that the assessment needs to be valid.
This principle claims of providing valid assessment tasks and it should be attached with
the desired criteria adequately (Jackson 2016). It should measure the student’s attainment
towards the desired results of the intended learning at an adequate level; for example, the task
should be valid and should be maintained and followed by the desired steps.
Principle 2:
The second principle states that the assessment must be consistent, along with reliable
(Lockyer et al. 2017).
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EDUCATION AND TRAINING
It claims that there is always a necessity towards a reliable assessment, and it should be
consistent and transparent approaches for marking, setting, moderation and grading the
assignments, for example, reliable sources will make them understand the work perfectly along
with transparent thoughts.
Principle 3:
The third principle is focused on the information regarding assessment, which must be
accessible, explicit and transparent (Lockyer et al. 2017).
It is related to the information based on assessment, which should be right, clear,
consistent along with on-time data should be available relevant to the assessment work (Jackson
2016). The procedures must be provided to the students, staff members and all the other external
examiners, for example, relevant data should be provided, which will help them to secure a clear
understanding of their desired subjects.
Principle 4:
The fourth principle conveys that it must be unbiased as well as comprehensive.
There is no point in compromising in the academic standards, comprehensive along with
unbiased assessment, must be assured to the individuals (Jackson 2016). The work, as well as
procedures, should not cause any hamper to any individual or a group of individuals, for
example, so many students do not even try to do their assessment, so they allow some
inconvenient ways to secure their places so those ways should be looked after properly.
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EDUCATION AND TRAINING
Principle 5:
The fifth principle states that it is an integral aspect of programme design as well as it
must be relatable directly towards the programme objectives and the desired results of
learning(Jackson 2016).
The assessment tasks must showcase the essential aspects of discipline or the desired
subject, but it also must assure that the students possess the opportunities to enhance a diverse
range of generic capabilities as well as skills, for example, the teachers should encourage their
students into the desired courses as well as entering in new programmes. In this way, they will
motivate them and will be able to serve their teaching processes adequately.
Principle 6:
The sixth principle has stated that the size of the assessed task must be controllable.
Preparation of a schedule along with the right amount of assessment task is required so
that it successfully generate them a trustworthy as well as the right profile of accomplishments
(Jackson 2016). Thus, one thing should be kept in mind that it should not burden the staff
members nor the students, for example, students do not need to write or waste their time in
providing more materials and it will help them to secure their time and will be able to manage
their work appropriately.
Principle 7:
The seventh principle has been discussed on the formative as well as a summative
assessment, which must be incorporated in every programme (Lockyer et al. 2017).
The summative, as well as formative assessment, must be attached to the programmes in
order to provide assurance that the primary objectives of assessment are appropriately stated and
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EDUCATION AND TRAINING
addressed, for example, the teachers should incorporate different programmes for the betterment
of the students and will help them to understand the desired objectives.
Principle 8:
The eighth principle has stated that feedback is required on time, and it will promote the
process of learning and will facilitate development, which is an essential part of the process of
assessment.
Students are required to provide useful feedback on the assessment tasks so that it can be
proved that the tasks were appropriate and accurate (Jackson 2016). The nature, extension along
with timely feedback for each and every assessment task must be clear to all the students as fast
as possible, for example, if a student is facing any problem, then after receiving that feedback,
the things will changed accordingly.
Principle 9:
The developmental policies and strategies for the staff members must be associated with
the assessment (Lockyer et al. 2017).
All the materials that were involved in the assessment should be competent so that the
students can digest the respective roles and responsibilities, for example, it will be quite helpful
for those students, who are sincere at their studies and work.
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EDUCATION AND TRAINING
Part b:
Assessments Purpose Benefits Limitations
1. Summative
Assessment
The main goal of this
assessment is to evaluate the
process of learning for the
students at the final stage of
the instructional unit by
distinguishing it against the
standards or the desired
benchmark (Dixson and
Worrell 2016).
There are some
advantages, such as:
a. Determining their
individual
achievement.
b. Generating
opportunities.
c. Boosting up the
individuals.
d. Recognizing
weaker areas.
There are various types
of limitations, such as:
a. Demotivating
individuals.
b. Disruptive.
c. No relevant
reflection on the
process of
learning.
d. Negative impact
on students.
2. Formative
Assessment
The primary purpose of this
assessment is to audit and
control the process of
learning for the students in
order to generate continuous
feedback, which can be
utilized by the instructors. It
is required to develop the
process of teaching along
with learning for the
a. Defining the
primary purpose
of learning.
b. Improving
academic
accomplishments.
c. Enhancing
students’
motivation.
a. Time-consuming
method.
b. A tiring
approach.
c. Developing
different kinds of
challenges.
d. Outcomes should
be based on
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EDUCATION AND TRAINING
students (Dixson and
Worrell 2016).
d. Targeted as well
as determined
feedback.
implementation.
3. Evaluative
Assessment
The primary purpose of this
assessment is to expand
quality. It is mainly
concerned with the
processes and the feedback
is focused on the observation
and positive along with
negative points (Ashford-
Rowe, Herrington and
Brown 2014).
a. Gathering
knowledge if the
students have
understood the
teachings.
b. Boosting up the
individuals.
c. The success of the
training processes
can be measured.
d. Useful tools for
evaluation.
a. Artificiality
b. The standards
are arbitrary.
c. Perception of
biasness.
d. Lack of intense
motivation.
4. Diagnostic
Assessment
The primary purpose of this
assessment is to allow the
teachers to structure the
students’ their strengths,
weaknesses, skills along
with knowledge, which is
before instruction (Torre and
Minchen 2014).
a. Assessing the
process of
learning during
the process of
teaching.
b. Producing an
efficient as well as
effective way for
a. Teachers may
produce
incorrect
assumptions.
b. Fake assumption
in the faculty of
knowledge may
cause damage to
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EDUCATION AND TRAINING
the teaching and
learning
processes.
c. They do not
provide zero in
any of the
contents.
d. Will help the
students to
understand the
value of
knowledge,
lessons and the
entire course.
the students.
c. Adequately not
checking the
desired topic in
the course of the
unit.
5. Norm-
Referenced
test
The primary purpose of the
assessment is to sort the
students along with to
measure the achievements
towards their relevant
criterion of the performance
(Hussain, Tadesse and Sajid
2015).
a. The assessment
will provide
enough
information on the
performance of an
individual.
b. A test is
conducted to
distinguish others
a. The test does not
assure that the
context is valid.
b. The measures do
not ensure that
the test is valid.
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EDUCATION AND TRAINING
in the reference
group.
6. Performanc
e
Assessment
The primary purpose of the
assessment is to evaluate and
conducting the fundamental
process in the part of
learning (Kane and Mitchell
2013).
a. This assessment
provides an
opportunity to
recognize the
skills along with
knowledge.
b. The students have
incur the basic
knowledge and
skills that they
wanted to include
among the kids.
a. It can be time-
consuming.
b. It can be very
costly.
c. It will depend on
the students’
initiative as well
as drive.
d. It will depend on
particular skills.
e. The desired
outcomes can be
subjective.
7. Selective
response
Assessment
The primary purpose of this
assessment is to generate
relevant information on the
understanding part of the
students’ regarding various
kinds of shapes.
a. The main
advantage is
objectively
scored.
b. It is relaxed.
c. It should be rapid
enough to respond
to the desired
a. Multi-choice
questions failed
to judge higher
levels of
cognition.
b. It will help those
students, who are
quite into such
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EDUCATION AND TRAINING
questions. practices
regarding this
test.
8. Authentic
Assessment
The primary purpose of this
assessment is to support the
students with all sorts of
opportunities so that they
can engage the students in
authentic tasks. It is quite
helpful and will help in
developing, utilising and
expanding their individual
knowledge.
a. It will lead on the
way of
improvement in
the field of
teaching and
learning.
b. It will help in
moving towards
more authentic
tasks along with
the desired
consequences.
c. The students will
get to know them
as the active
participants and
a. The students get
a chance to write
their own work
and structure
their knowledge
in the format of
essays along
with reference
papers.
b. Portfolios can
subdue a
student’s
capability to do
the work and
will not
determine the
exact progress.
c. The experiments
will demonstrate
their basic
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EDUCATION AND TRAINING
understanding of
the task by
following the
desired steps.
9. Criterion-
referenced
tests
The primary purpose of this
assessment is to measure the
performances of the students
that will go against a
permanent set of
prearranged criteria or the
standards of learning for the
students (Hussain, Tadesse
and Sajid 2015).
a. The focus will be
on the student’s
necessities,
b. The students must
make progress in
order to obtain the
annual objectives.
a. The level of
difficulty is seen
in the standards
of the students.
b. Sufficient help
will be provided
by the teachers
for guiding the
students, but that
may not be
enough for the
students.
10. Written and
Oral
Assessment
These type of purposes
serves as the primary
purpose to produce the way
of assessing the knowledge
of students rather than in
their skills of written
communication (Anggraeni,
a. It will provide
more education
and will help in
stimulating more
ideas and
thoughts.
b. Minor
a. More attention is
required, and it
may slow down
their process of
learning.
b. Misinterpretation
is quite evident
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EDUCATION AND TRAINING
Endriyati and Pratolo 2019) misunderstanding
s will occur in this
context.
c. Misconceptions
can be rectified or
dissolved.
in this process of
learning.
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EDUCATION AND TRAINING
Part c:
The observed teaching practice session is focused on conducting and preparing the
students and creating great observation among the students. The process of learning should be
highlighted more and in fact, more than teaching for the first-aid students (Morawska et al.
2013). In this way, it will help in judging the lesson plan appropriately (Debnam et al. 2015).
The observation that has been recognized will help in the field of professional learning at their
respective learning places.
In the process of introducing the students about the main aspects of the observed teaching
session, it will require three different yet essential features such as awareness, practices and right
attitude towards the learning processes (Gryglewicz, Childs and Soderstrom 2018).
Therefore there are three essential methods of assessment that may help in the process of
learning and teaching, such as:
a. Formative assessment: As discussed in the previous part, it is one of the best methods to
evaluate the learning processes of the students. In this assessment, it helps in controlling
the processes of learning for the students so that it will produce continuous feedback that
can be used by the instructors (Dixson and Worrell 2016). For example, for appointing
individuals in this profession of health care facilities based on first-aid training, then need
to possess enough knowledge about the adequate skills and should not negate the
complicated environment.
b. Summative assessment: It is the standardised method for testing the organisations
mainly in reading, writing and gaining the knowledge on the desired subjects such as
health-care-related to the injured people (Dixson and Worrell 2016).
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EDUCATION AND TRAINING
c. Diagnostic assessment: In this assessment, it will allow the teachers to construct the
students’ strengths, weaknesses, skills and knowledge that are linked with the instructions
(Torre and Minchen 2014). Therefore, it is useful in handling the desired advantages as
well as the undesired weaknesses among the students and it will help them to recover
their challenges. It will help the first aid learners to evaluate their individual knowledge
as per their desired subjects and they will continuously improve in their processes.
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EDUCATION AND TRAINING
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burden?. Proceeding of The 2nd ICoLLiT (International Conference on Language, Literature and
Teaching) 2019.
Ashford-Rowe, K., Herrington, J. and Brown, C., 2014. Establishing the critical elements that
determine authentic assessment. Assessment & Evaluation in Higher Education, 39(2), pp.205-
222.
Debnam, K.J., Pas, E.T., Bottiani, J., Cash, A.H. and Bradshaw, C.P., 2015. An examination of
the association between observed and self‐reported culturally proficient teaching practices.
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Assessment and Management. Second edition. Palgrave, London, pp.17-44.
Kane, M.B. and Mitchell, R., 2013. Implementing performance assessment: Promises, problems,
and challenges. Routledge.
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Lockyer, J., Carraccio, C., Chan, M.K., Hart, D., Smee, S., Touchie, C., Holmboe, E.S., Frank,
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pg. 16