Principles & Practice of Assessment

University Degree Education and Teaching

Unit 3

Level 4 Theory Assessment

I am currently teaching mature learners on a Thursday evening at South Tyneside College covering a two hour period. The group consists of five learners, their ages ranging from eighteen to their mid forties. I have observed and taught the above group since October 2007. The subject I deliver is Word and Text Processing.

Principles of Assessment

Assessment takes place when the teacher collates the necessary information, which allows the teacher to make a judgement with regards to the learner’s progress or an insight to at what stage the learner is at (Entry Behaviour). One of the Assessments being the Initial Assessment, which incorporates information such as:

Existing knowledge and understanding.
Personal learning goals.
‘Key Skills’, would the learner benefit from a literacy or a numeracy course, as well?
Will the learner be eligible for financial support from the College?
Personal strengths and weaknesses.

Reece & Walker (2007, PG 35) suggests, “The basic teaching model indicates that assessment is required at two major stages of the process. You will need to assess the entry behaviour of your learners and you will need to make an assessment to see how well they have achieved the objectives after the learning has taking place”

Within the Initial Assessment the teacher will identify whether there is any specific needs with regards to the learner. This will be done in the way of a basic skill’s test to identify levels of reading, writing or numeracy (Functional Skills). This will help identify need for support well in advance of the learner starting their course and it ensures that the learner is on the correct course at the correct level.

Diagnostic testing follows Initial Assessment, this helps determine if the learner has any learning difficulties i.e. deafness, visually impairment, dyslexia or whether they have behavioural difficulties. This information along with the information from the Initial Assessment will all be put together and will be used to create an Individual Learning Plan.

The Individual Learning Plan will establish what support will be put in place, this could be in the way of a Support Worker or just something, as basic as, the font size on an overhead projector being large enough for the learner to see, or myself, as the Teacher speaking clearly and at an adequate pace.

Petty (2004, PG 449) suggest, “Assessment serves many different purposes. It can grade the attainment of learners, help to select candidates for jobs or future courses, contribute to evidence on the effectiveness of courses and teachers, and provide a long-term goal for learners. But this applies mainly to the final or summative assessment of a course, which aims to sum up the learners’ achievements”

There are two other forms of assessment, which I have outlined below:

Formative Assessment is an approach in a way that the teacher can observe and assess the learner throughout the whole of the course. This allows the learner to have more control and a bigger chance of active learning. This is supported learning throughout!

Summative Assessment is testing whether the learner has achieved the learning outcomes of the course. Assessment can also be to measure how well the teacher has performed within their role and how effective the used methods were. Summative Assessment being at the end of the course is also carried out of the examination board. In my subject this is ‘OCR’.

Petty (2007, PG 449) states that, “Assessment measures the breadth and depth of learning”

I feel Formative Assessment is incredibly important, as this establishes whether learning has taken place. Within my lessons I carry this out in ...

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Summative Assessment is testing whether the learner has achieved the learning outcomes of the course. Assessment can also be to measure how well the teacher has performed within their role and how effective the used methods were. Summative Assessment being at the end of the course is also carried out of the examination board. In my subject this is ‘OCR’.

Petty (2007, PG 449) states that, “Assessment measures the breadth and depth of learning”

I feel Formative Assessment is incredibly important, as this establishes whether learning has taken place. Within my lessons I carry this out in the way in which I have outlined below, I have also stated in brackets, which domain I am covering:

Spelling, Grammar and Punctuation Tests (Cognitive)
Questions & Answers (Cognitive)
Group discussions (Affective)
Practical Observations (Typing speed, accuracy) (Psychomotor)
Presentation of documents (Psychomotor & Cognitive)

I find using post-it notes is a very effective form of assessment. This is where the learner writes on a post-it note the areas of the subject that was taught the previous week, they outline what part of the subject that they have not fully grasped. The learner then hands this in at the end of the lesson for myself to identify and action within my next lesson plan. This is an informal assessment method, giving the learner privacy and to use, at their own pace throughout the lesson.

In my opinion the strengths of assessment both being Formative and Summative are:

The teacher can observe the way the learners’ absorb the material being taught, the teacher can then amend their teaching styles accordingly because of this
Learner’s receive feedback on whether they are making the appropriate progress or not
The Teacher receives feedback on their teaching skills/styles
There is on-going praise, which motivates the learner
The learner knows where he/she is going wrong with something
It leads to improved learner learning
Teachers have the opportunity to reflect on their own practice
The teacher will be able to identify the slower learners and action this if the learner is struggling
It provides a profile of what has been learnt

However, there are also limitations because of assessment in the way of:

There takes a lot of preparation with regards to paperwork and the marking of assessment
If it is summative assessment in the way of an exam, the learner may not perform, as well, as a result of nerves, personal problems on the day etc.

In Text and Word Processing the learners are constantly being assessed. One of the methods that are used within every lesson, is that the learner’s must produce a working document by the end of each lesson. The documents are then marked by myself and handed out at the next lesson and feedback is then given. This then leads on to an exam paper, which is taken at the end of the module and is then marked by an external verifier, who then determines whether the learner has passed or failed!

Peer and Self Assessment

“Self-assessment involves the learner in the process of assessing their own learning and performance. It can help move them towards becoming more reflective, autonomous and effective learners”. (www. otis.scotcit.ac.uk)

Whilst it is procedure for Teachers to assess their learners, it is as important for the learners to assess themselves, such as self evaluation, filling in a learning journal etc.

Peer assessment is also very important, usually if I am testing learners on their spelling, I will ask them to pass their written answers onto their peers next to them. I inform them of this prior to the test, this then encourages the learner’s to try their best, as, my learners seem to be very competitive. This then enhances results, giving the learner a sense of high achievement and motivation.

Within this 7304 course we have also used self and peer assessment on numerous occasions. This is carried out, as the learner is asked to deliver a session of their findings of a certain subject in the way of a presentation. When this is complete the learner is asked to show how they reflected upon their preparation and delivery and also to evaluate and improve their own practice. My peers are also asked to fill a pro forma in, entailing positives and negatives within my teaching of the lesson.

On completing the pro formas, both, as a learner and a peer I feel this is fantastic example to promote motivation. When I self evaluate, by putting it into words it really helps me be critical with my own work in a good and bad way. This helps me establish where I could have improved, if and when needed. I also like to reflect back on my pro formas and learning journals, it establishes to me just how much I have actually improved since the last evaluation, which gives me self gratification and the motivation to carry on.

Also when teaching, my learners have the opportunity to fill in an Individual Action Plan, this helps the learner to establish their weaknesses, in which they can put right in future to produce an accurate, working document.

“Peer assessment adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables learners to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment. Self-assessment then promotes independent learning, helping learners to take increasing responsibility for their own progress”. (www. curriculum.qca.org.uk)

As a peer, when I fill in one of my peer’s evaluation feedback pro formas in, I also learn, by their errors and by how effective their teaching was! I have also learned to be diplomatic when being critical.

Feedback & Questioning

Petty (2004, PG 192) suggests, “Questioning is of paramount importance. It would be impossible to develop genuine understanding, or other higher-order mental skills, without it. It teaches learners to think for themselves, and produces high-quality, transferable learning”.

“It allows learners to practise using the concepts and principles they are being taught and it gives the teacher the opportunity to check immediately and correct this use. It also gives the teacher feedback on whether learning takes place, and ensures they do not ‘loose’ learners”.

When I am teaching using the questioning and answering method, I almost always use this technique immediately after teaching the subject and at the opening of the next lesson. This establishes that learning has taken place and determines on whether I need to cover the same topic again.

Within a tutorial, myself and the learner can go through Learning Journals, Learner Records and Individual Learning Plans. To establish, as to where the learner may improve on or whether the learner has actioned targets that were outlined within their Initial Assessment. This gives the opportunity for the learner and lecturer to verbally discuss strengths and weaknesses and where they both need to action. I feel this is a valuable way for the learner to reflect and be involved in the feedback and questioning process.

A large proportion of teaching within Word/Text Processing is Supervised Learner Practice, which is carried out in the way of the Learner completing numerous exercises out of the Heinemann text book, this provides me with accurate feedback on how accurate the learners are producing their work.

Petty (2004, PG 198) states that, “We owe almost all of our skills and abilities to corrected practice, so this is an obligatory teaching method. It gives learners an opportunity to develop their skills, and the teacher an opportunity to get feedback, and so discover whether the learners have learned anything, and whether this learning requires improving”.

Types of Assessment Records

Records are kept within South Tyneside College to ensure quality is kept up to the required standard and also for audit purposes. Assessment records are often stipulated by the Awarding Bodies (Framework of Assessment).

“As teachers, we need to become as good as we possibly can in making observations and recording them in order to get to know the individuals in our classes. Using these observations and records, we can then build on the strengths of our children, deal effectively with their needs, and extend their learning” (www.fcit.usf.edu)

Attendance records are used to assess continuously, especially if the learner is in receipt of EMA. The government requires the college to keep a daily record of the learner’s attendance, if the learner is off absent they must have a valid reason for this, if their parent’s have not rang in to report their absence they will not receive their EMA that week. Within my class this is carried out in the form of a register, where is passed around for the learner’s to sign their name to show they were present that day.

“Colleges should keep records for audit purposes of how their HEIFES data have been derived. In particular, colleges should complete enrolment forms and registers for all learners, in order to verify learners’ existence and continuing attendance”. (www.hefce.ac.uk)

Recording achievement records, this is used to evaluate, areas of the subject, such as, line length, typing speed, errors, saving in the appropriate area, managing files and presentation! Once marked off on the record, the next area of the subject will then be started.

Learner Progression Records, this incorporates an Action Plan, this measures the learner’s progression, if they are struggling the appropriate measures will be put in place. Also if they are ahead I can then amend my lesson plan for the following week to incorporate extra typing practice for certain individuals. The learner may write their own comments on what they want to achieve by a certain time within the course, reviewing this within tutorials with their Lecturer. The learner’s record also presents dates and times and what resources or teaching methods were used e.g. typing a letter, memo, spreadsheets or formulae. These records are there, also to keep a check on whether the syllabus has been covered.

Individual Learning Plans, this information is gained from the Diagnostic Assessment, outlining targets for the learner.

Feedback proformas help the learners and lecturer develop their skills. This then leads onto target setting. In Word/Text Processing if for example a learner’s proof reading is poor, then proof reading should become a target for their next piece of work and so on.

A Learning Journal is an extremely effective assessment record, as the learner is recording and summarising every week, if required, what they have learned and if/if not they understood. This also helps the learner and the lecturer to reflect back on, if required.

There is also my Schemes of Work and Lesson Plans, these records outline everything I have taught within the term and what is to be taught in the next lesson, these are great if I am sick and I require the lesson to be covered, as the Tutor who takes the class will be able to pick up exactly where I left off!

Learner Records (Curricular Record) have all of the learner’s personal information on such as, next of kin, name and address, date of birth, exam results and ethnicity. These records are updated once a year.

Mills (1977, PG 82) states that “Well maintained records allow training officers to compare different training techniques and so to experiment with successful methods; show how much revision is necessary and whether the object of the instruction of the course has been achieved for individuals, as well as the class as a whole”.

Bibliography

Mills. H.R. (1977) Teaching and Training: A handbook for instructors, 3rd Edition. Hampshire: Macmillan Education Ltd.

Petty. G (2004) Teaching Today: A Practical Guide, 3rd Edition. Cheltenham: Nelson Thornes Limited.

Reece. I & Walker. S (2007) Teaching, Training and Learning: A Practical Guide, 6th Edition. Tyne & Wear: Business Education Publishers Limited.

Websites

Higher Education Funding Council for England. Available at: http. (Accessed: 13 May 2008).

National Curriculum. Available at: http:www. curriculum.qca.org.uk// (Accessed: 2 April 2008).

OTIS. Available at: http: (Accessed: 2 April 2008).

Maxim, D & Five, C L (1997) School Talk: Classroom Practices that Monitor and Inform Learning, National Council of Teachers of English (Accessed 13 May 2008).

http://fcit.usf.edu/assessment/classroom/ST0032November97.pdf

Serena Middleton

30 March 2008