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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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. On analysis, it was discovered that significant and often substantial learning gains were made, in particular where formative assessments were concerned; it was noted that at CGSE level, there was often an increase in overall performance of between 1 to 2 grades. With frequent formative assessment it was also noted that lower attaining students and students with learning disabilities benefited the greatest improvements. (Black & Williams, 1998)

Hattie (1999) did similar research of his own on the subject, studying a range of pupils in the USA, it was noted that upon analysis similar results were recorded. Four years later, he went on to argue that it was imperative to ensure that the formative assessments undertaken during a course, were no less rigorous than the summative assessments at the end, otherwise the ‘corrective help’ could be ineffectual and actually cause a much bigger issue for the student in the long run. (Hattie 2003)

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Through reflection on the research of formative assessment, it has become apparent that it is an essential part of teaching and intrinsic to the continual development of our students. In Music Technology, this type of assessment needs to be carried out on a lesson-by-lesson basis to ascertain whether the students have not just remembered the information taught during the session, but actually understood the application of the theory and then be able to synthesize the information in order for them to design and develop their own unique outcome. Using Blooms (1956) Taxonomy as a guideline we have been able ...

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