Understanding the Principles and Requirements of Assessment
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- Date Submitted: 07/08/2015 01:33 AM
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What follows is the indicative content that is required to meet the assessment criteria:
1.1
Measurement and recording of achievement; judgements as to whether knowledge has been gained, skills been performed or attitudes developed/changed, how identification of individual learners’ needs takes place, usage of formative or summative assessment strategies; fit-for-purpose that reflect required standards and assessment criteria, importance of monitoring development, evidence for performance review/targets/benchmarking, contributing to quality assurance, development of best practice.
Who is it for – the learner/trainer/assessor/ organisation/employer, assessment as a part of the learning/training cycle/assessment cycle, for example to recognise prior learning, to identify specific assessment requirements, assessment of specific learning domains.
1.2
Psychomotor/Cognitive/Affective – skills, knowledge or understanding,
• valid: does it assess what is in the syllabus?
authentic: is the evidence genuinely the work of the learner?
current: can the learner’s skills and knowledge be demonstrated now to the current standards?
sufficient: is there enough to cover all the requirements of the syllabus?
reliable: are the assessment decisions currently being made consistent with those made during past assessment opportunities or by other assessors?
Fair and inclusive: are the assessment activities equitable.
1.3
Range of responsibilities which include those to the learner(s), the employer, following organisational or regulatory organisation procedures, the qualification guide, awarding organisation; practical responsibilities, for example planning, managing and delivering assessment according to Awarding/Examining Organisation requirements, agreeing assessment plans, giving constructive and developmental feedback to learners, reviewing learner progress towards achievement of targets/assessment plans liaising with others involved in the assessment process,...
1.1
Measurement and recording of achievement; judgements as to whether knowledge has been gained, skills been performed or attitudes developed/changed, how identification of individual learners’ needs takes place, usage of formative or summative assessment strategies; fit-for-purpose that reflect required standards and assessment criteria, importance of monitoring development, evidence for performance review/targets/benchmarking, contributing to quality assurance, development of best practice.
Who is it for – the learner/trainer/assessor/ organisation/employer, assessment as a part of the learning/training cycle/assessment cycle, for example to recognise prior learning, to identify specific assessment requirements, assessment of specific learning domains.
1.2
Psychomotor/Cognitive/Affective – skills, knowledge or understanding,
• valid: does it assess what is in the syllabus?
authentic: is the evidence genuinely the work of the learner?
current: can the learner’s skills and knowledge be demonstrated now to the current standards?
sufficient: is there enough to cover all the requirements of the syllabus?
reliable: are the assessment decisions currently being made consistent with those made during past assessment opportunities or by other assessors?
Fair and inclusive: are the assessment activities equitable.
1.3
Range of responsibilities which include those to the learner(s), the employer, following organisational or regulatory organisation procedures, the qualification guide, awarding organisation; practical responsibilities, for example planning, managing and delivering assessment according to Awarding/Examining Organisation requirements, agreeing assessment plans, giving constructive and developmental feedback to learners, reviewing learner progress towards achievement of targets/assessment plans liaising with others involved in the assessment process,...