Dtlls Assessment for Learning

University of Warwick

Diploma in Teaching in the Lifelong Learning Sector Year 1

Assignment 3: Assessment

As a teacher it is essential that we understand what it is our students have learned from our teaching. If our students have learned nothing then no teaching has taken place. It is not always easy to establish whether or not learning has taken place and if it was a result of our teaching.   “Assessment makes teaching into teaching” (Atherton 2009). To enable us to do this we have a variety of different assessment methods available which I am going to explore in this assignment.

Assessment has several different purposes.   It can be used as a way of measuring or grading a student as well as providing evidence to the effectiveness of the course. Ecclestone (1996) points out that “assessment requires two things: evidence and a standard or scale” (Gray, Griffin, Nasta 2005). With my students I not only continually assess them in the form of exam style questions but ultimately they are graded by the examining body. This in itself may appear to be very limiting as it is dependent upon the student’s ability to perform well in an exam. Unfortunately the examining accountancy bodies are still restricted to this type of assessment although the Association of Accounting Technicians is working hard to establish a more realistic method of assessment that reflects a “working” scenario. The AAT have set standards that have to be achieved before a student can move up to the next level.   This can be quite limiting in my view.   A student may get ‘stuck’ on one small part of the syllabus or one unit of the qualification which may then stop them from actually completing the course. Some students suffer from exam nerves which may stop them from completing the qualification when actually they are very good accountants.

When students show an interest in a particular course we can carry out an initial assessment being the first stage of the assessment process.   This...