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Unit 1 – Preparation for Assessment
LO 1.1&1.2&1.3
Unit aim
The aim of this unit is to provide educational and workplace assessors with an understanding of, and skills in, preparing for assessment across an organisation. This unit will ensure the learner evaluates the ways in which assessment in organisations is strategically planned and prepared. It encompasses formative as well as summative assessment.
Unit introduction Evaluating the current arrangements across
an organisation for managing quality, proposing an appropriate approach and implementing an appropriate quality management system, including developing assessment policies and procedures.
Unit introduction Managing the design and production of valid assessment instruments for different situations across the organisation, along with exemplar and supporting materials.
Unit introduction Ensuring that members of one or more teams are fully prepared in all respects to carry out an assessment.
Unit introduction This unit develops an understanding of the complex
interaction of factors across organisations that can impact on the quality of outcomes from assessments. It also develops the skills of evaluating current capabilities and systems, developing strategies and planning courses of action that ensure that the organisation as a whole is fully prepared to plan and implement assessments.
This unit places considerable emphasis on verifying the validity and fitness for purpose of assessments and on ensuring that the relevant policies on ethics, diversity and equality are taken into account.
Learning outcomes and assessment criteria
Learning outcomes and assessment criteria
Learning outcomes and assessment criteria
Learning outcomes and assessment criteria
Unit introduction Checking the readiness of the whole organisation to undertake assessment, eg that it has the capabilities and resources necessary and, using the insights gained, to determine strategies and actions needed to bring an organisation’s assessment capabilities and resources up to the level required.
Understand how to evaluate strategically an organisation’s readiness for assessment
Approaches to managing assessment: approaches eg holistic perspective on organisations and
assessment, Purposes of assessment types of assessment and suitability for intended purpose determinants (internal and external) of approach to
managing assessments in an organisation; constituent elements of organisations eg McKinsey’s 7S, characteristics of assessment approaches in an
organisation assessment processes and structures of assessment
activities eg CIEA Professional Framework for Assessors examples of approaches in use in different organisations
and their effectiveness
What is assessment?
Why Assessment Why "Assessment"?- Assessment is needed
for Learning Why "Assessment"?-Assessment is needed for
Effective Teaching Why "Assessment"?- Assessment is part of
quality Learning Environment
http://assessment.uconn.edu/docs/resources/Eric_Soulsby_Assessment_Notes.pdf
What is assessment? Assessment is the systematic collection,
review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Assessment Essentials: planning, implementing, and improving assessment in higher education by Palomba and Banta 1999)
http://assessment.uconn.edu/what/index.html
New Approaches to assessment
http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2014/new-approaches-assessment
Bloom’s taxonomy The major idea of the taxonomy is that what
educators want students to know(and, therefore, statements of educational objectives) can be arranged in a hierarchy from less to more complex.
Assessment of quality becomes tricky as higher education become global
Challenges “There are layer upon layer of complications
with trying to quantitatively evaluate teaching across countries”
“The league tables have been giving us a very partial measure of what institutions are doing” http://
www.ft.com/cms/s/2/075bb09a-283a-11e4-9ea9-00144feabdc0.html#axzz3H2k4xoHw
How to do “Assessment”- Ways of Gathering Evidence
How to do “Assessment”- Ways of Gathering Evidence Ways of gathering evidence (Suskie 2004) and Maki
(2004) Formative Summative Objective eg. multiple-choice, true-false exams Subjective Traditional Performance Local – created by faculty and/or staff Indirect
Student satisfaction, alumni, and employer surveys Direct
Performances, creations, interactions within group problem solving
Comparing scores from any assessment method
Reliability and Validity of Methods Used to Gather EvidenceReliability and Validity narrow down the pool of possible summative and formative methods (Maki 2004) Reliability – refers to extent to which trail tests
of a method with representative student populations fairly and consistently assess the expected traits or dimensions of student learning within construct of that method.
Validity – refers to the extent to which a method prompts students to represent the dimensions of learning desired. A valid method enables direct and accurate assessment of the learning described in outcome statements.
Reliability and Validity of Methods Used to Gather EvidencePros and Cons of Tools for Doing Assessment – Distribute the hand-out
Choosing the Right Assessment Tools – Distribute the hand-out
Research for Teachers
http://www.tla.ac.uk/site/Pages/RfT.aspx
Professional learning resource workshop materials
http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/progressandachievement/workshopmaterials/index.asp
Intel Teach elements http://
www.intel.com/content/www/us/en/education/k12/teach-elements.html
Case Study- JISC Putting assessment at the heart of learning
(PDF) University of Glamorgan
http://www.jisc.ac.uk/publications/programmerelated/2010/digiassess.aspx
Aassessments and its types The primary purpose of assessment• Demonstrate understanding of content• Improve achievement• Analyse student progress• Modifying and refining learning cycle
Three types of assessments• Diagnostic• Formative • Summative
Introduction to assessments and its types Types of assessment and suitability for
intended purpose• Workplace assessment will assist to resolve
problems• Employers can also use the assessment to
ensure the workplace is equipped for new workers
• A risk assessment is a systematic method of looking at work activities
Legal implications of risk assessment• Health and safety at work (mhsw)
regulations 1999
Introduction to assessments and its types Types of assessment and suitability for
intended purpose
• Assessment should encourage the desire to learn within students
• Provide more than one opportunity for students to meet requirements
• Self and collaborative assessment is an Important tool in enhanced teaching and improved learning
Introduction to assessments and its types Mckinsey’s 7s
Introduction to assessments and its types Formative and summative assessments:
Formative assessment, also referred to as "educative assessment," is used to aid learning. Providing feedback on a student's work
Summative assessment generally carried out at the end of a course or project. Summative assessments are evaluative.
Introduction to assessments and its types Objective and subjective
• Objective assessment is a form of questioning which has a single correct answer.
• Subjective assessment is a form of questioning which may have more than one correct answer
Introduction to assessments and its types Informal and formal
Formal assessment usually implies a written document, such as a test, quiz, or paper.
Informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion
Introduction to assessments and its types Standards and quality of assessments:
Reliability relates to the consistency of an assessment. A reliable assessment is one which consistently achieves the same results.
A valid assessment is one which measures what it is intended to measure. For example, it would not be valid to assess driving skills through a written test alone.
Introduction to assessments and its typesReferences