- Level: University Degree
- Subject: Education and Teaching
- Word count: 1664
Principle and Practice of Assessment. In order for us to develop as teachers through the CTTLS course we were required to carry out research into assessment, in particular the principles of assessment, peer and self-assessment,
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Introduction
CTTLS Unit 2 - Principle and Practice of Assessment Level 4 - Theory Rationale In order for us to develop as teachers through the CTTLS course we were required to carry out research into assessment, in particular the principles of assessment, peer and self-assessment, feedback and questioning and finally, types of assessment records required internally and externally. Assessment provides teachers or students with feedback information. This can be broken down in to 3 simple questions: How am I going?, Where am I going? and Where to next? Feedback provides the information that answers the questions: How am I going? - Am I understanding? - Where am I going - What do I need to try to do better - What to do Next? - Can I achieve a higher goal? A good teacher will have the ability to always ask the right questions at the right time, anticipate the hypothetical problems and implement the correct task to help and motivate the student to take the next step. (Hattie 2003) In a survey carried out by Black & Williams that they published in 1998, they studied in excess of 40 individual research projects on innovative assessment methods for a range of students from 5 years old up to university level. ...read more.
Middle
When using Formative assessment, the importance is not the score the student achieves, but what the student has learnt, thus allowing the teacher to determine what to teach next whilst working towards a final summative assessment. According to a 'Guide to assessment' by Rust (2002) on Assessment strategies for Pop Music Performance, when undertaking any form of assessment we must be certain of it's reliability so the outcomes are clear from the beginning, of equal importance is the validity of the assessment. It is argued that all too often within higher education, we assess the knowledge and comprehension of a subject as this is the easy option, when with the right motivation encouraged by regular, positive feedback from formative assessment we could easily achieve higher order objectives such as analysis, synthesis and evaluation as shown within my our previous example. The use of both written and practical assessments within Music Technology have their own strengths and limitations. A musical student with dyslexia could initially go unnoticed, with practical assessments which are observed by the teachers and an outcome that can be measured as a piece of music against something comparable there is no reason why their dyslexia would cause and issue until a written assessment is required. ...read more.
Conclusion
On analysis of this theory, I found that by making the records freely available to view, it would aid in taking away a needless fear of failure, and also stimulate a healthy culture of "Self-assessment". In such cases students will develop a responsibility for their own progress and therefore become more intrinsically motivated when they reap the rewards for their own hard work. Petty (1998) goes on to say that by opening the assessment records up to the whole class and allowing a controlled form of "Peer-assessment", we could encourage natural "Peer-tutoring" through pair or group work. Within our own classroom when studying "Drum Beat" programming, we have utilized peer assessment with pairs where they had to constructively critique each other's results and make suggestions on how to improve. This has had interesting results when pairs were made up of students with completely different musical backgrounds. Methodology Whilst researching for this subject initially with Petty's "Teaching Today" and his own website, it quickly evolved to Hattie and Black & Williams from deeper analysis of theory found on Petty's web page. Further research was done utilising various search engines and websites with which I found information about Rust's "Guide to assessment". By using these resources and other academic books as mentioned in my reference list I have been able to develop this rationale. ...read more.
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