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In this assignment, I am going to explore the concept of assessment and its role in the teaching and learning cycle and then finish by evaluating 3 types of assessment.

I teach Computerised Accounts levels 1 and 2 and Computerised Payroll at Haringey Adult Learning Service, London Borough of Haringey. During my teaching I use a wide variety of assessment. In this assignment I will begin, in section 2 (Theory), by exploring what each assessment means and its relevance. In section 3 I will look at the application of assessment drawing particular reference to my personal teaching experiences. The final section I will finish by concluding everything that has been evaluated throughout the document.

2. Theory

2.1 Assessment

What is an assessment?   Alan Rogers (1994, p172) defines assessment as collection of data on which we base our evaluation. According to Reece and Walker (2008, p5) assessment consists of tests and observations that we, as tutor, use to determine how well the students has achieved the objectives.   Geoff Petty (2004, p449) writes that “Assessment measures the breadth and depth of learning”. Assessments are used in all areas and domain of everyday life, whether formal or informal, ranging from taking a written or practical driving test to claims for income support or acquiring life insurance on-line.   This assignment focuses on assessment within further education and teaching learners.

There are generally two ways of assessment, formative and summative.   According to Ashcroft and Forman-Peck (1994, p54) “Assessment is generally taken to mean a judgement about the progress (formative assessment) or achievement (summative assessment) of a particular student’s learning”.   Reece and Walker’s (2008, p323) distinction between formative and summative is one to satisfy the needs of the society (‘summative’ assessment) and the other type of assessment is to help in both teaching and learning (‘formative’ assessment).