1. Analyse the purpose of assessment & produce a written justification of your chosen assessment methods:

Assessment is the process of checking that learning has occurred in the teaching circle and to gather evidence of learning.   Assessment is integrally related to curriculum and instruction. Quality teachers use evidence of learning (assessment) to inform what they teach (the curriculum) and how they teach (instruction).
Assessment is the process by which evidence of student achievement is obtained and judged.   Ecclestone (1996) points out that assessment requires two things: evidence and a standard or scale.  Complex programmes of study also need continuous formative and summative assessments. Assessments should focus on understanding as well as procedural skills. Because different students show what they know and what they can do in different ways, assessments should also be done in multiple ways, and teachers should look for a convergence of evidence from different sources.
Assessments should be more than just a test at the end of lesson to gauge learning. It should be an integral part of teaching that will enhance students' learning. 
Teachers should be continually gathering information about their students through questions, interviews, writing tasks, and other means. They can then make appropriate decisions about such matters as reviewing material, re-teaching a difficult concept, or providing something more or different for students.
My first chosen assessment method is Direct Observation.
For practical subjects, this is the most obvious form of assessment: watch someone doing something to see if they can do it properly and capture the evidence required to meet the outcomes. It is the recommended default form for competency-based programmes such as NVQs (National Vocational Qualifications, in England and Wales). This method observes employees in the performance of their duties, recording observations as they are made.

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