In this assignment I will be analysing the types and methods of assessment and how they are used in lifelong learning. I will discuss their strengths and weaknesses, different styles and the importance of record keeping in education, linking these with current practice and theories.1.
1+1.2 Types of assessment fall under three main categories, namely initial, formative and summative depending on when they are used in the learning process. Initial assessments such as course applications or individual learning plans, can be used at the beginning of a course as a way of finding out that learner, if they have prior experience or knowledge in the subject and what stage of learning they are at.Formative assessments such as question and answer, observation or a more formal exam is a way of ascertaining the level of ongoing learning within the course, can ensure that learners aren’t falling behind and identify where learners need to improve. Summative assessments are final assessments at the end of a course, such as final exam, completing an individual learning plan, or assessing a finished piece of work. These can give a true reflection on how well a learner has grasped the knowledge or skill taught, and in an accredited course can lead to the marking that will essentially pass or fail that learner.
All types of assessment are essential to the learning process, and according to Popham (2003, pg.1), ‘The relationship between one’s teaching and one’s testing is a crucial one, that if properly understood can lead to a substantial increase in instructional effectiveness.’1.3 Assessment methods have both strengths and weaknesses. For example taking a formative assessment such as an exam this can be a good method of testing the depth of understanding on a subject and be a written record of their knowledge, on the other hand it relies heavily on the learners ability to put pen to paper in a comprehensible manner, and if a learner as a weakness in writing this can be a great disadvantage. Another example would be using observation as an assessment method.
This method relies upon the teacher’s judgment, and ability to identify the strengths and weaknesses of the learner purely through what they observe. It can be a good thing as it is informal, can be done during the lesson and can highlight immediate needs of the learner, but on the other hand can easily miss its objective as it relies so heavily on the teacher’s ability to be a good observer.2.1 The learner can be involved in all stages of the assessment process in varying degrees according to the course and types of assessments utilised. At the planning stage individual learning plans can help the learner self assess as an initial assessment.
In the assessment preparation, the teacher may need to give outlines of what course materials the assessment will cover and use the VASCR principles to ensure it is valid, authentic, sufficient, current and reliable. The learner can be actively involved in the process of the assessment itself, whether that be by doing that final test, or peer assessing another learners work. Feedback that is constructive can also require the learners active involvement as it encourages that learner to make changes to improve on their work or knowledge. Finally the review process and completion and progression involves learners as they review what they have achieved and use that complete their outcome, such as getting a job, moving onto a further course.2.
2 Peer and self assessment has a vital role to play as it can encourage learners to take responsibility for their own learning. It can highlight the learning outcomes and help learners focus their attention on how to critically critique their own or their peers work in an educated manor. Black and William (2001) discuss the role of self assessment, and stress that the only way self assessment can be effective is if the learner as a clear picture of their targets. This way they can take ownership of their learning and enter an interactive relationship rather than a passive relationship with their teacher which is essential to good learning.
3.1+3.2 Record keeping of assessment is key for effective learning. A record is evidence of what has been achieve in the learning process. This can be especially true in accredited courses where the record of assessment enables awarding bodies to give out qualifications, which enables progression for the learner. Records can also be required to secure funding for courses where funding is directly linked to success rates or pass rates, such as the completion or pass of an individual learning plan in Adult Education.
In conclusion, learning is a process that is heavily reliant on assessments that are valid, authentic, current, sufficient and reliable and the proper use of them can greatly improve effective learning.
