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Exploring Assessment Practices: A Comprehensive Guide for Educators and Assessors

This module delves into diverse assessment methods, including formal and informal techniques, types of evaluations, and the roles of various stakeholders in the assessment process. It emphasizes the significance of reliability, validity, and inclusivity in assessments while encouraging educators to critically engage with their current practices. The report will cover the integration of different assessment strategies, the importance of addressing diversity and equity, and the necessity for ongoing personal and professional development. By reflecting on methods such as peer assessment and self-evaluation, educators can enhance their approach to teaching and learning.

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Exploring Assessment Practices: A Comprehensive Guide for Educators and Assessors

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  1. Assessment as Practice Module 4 Week 3 Dr Carol Azumah Dennis carol.dennis@hull.ac.uk

  2. formal text based non-text based informal

  3. Open book exam formal Written test Skills test Essay Short answer questions Oral exam text based Case study non-text based Multiple choice Peer Assessment Discussion Self Assessment informal Role Play

  4. Essay formal Open book exam Skills test Written test Short answer questions assignments Oral exam question & answer text based practical activity tutorial Case study project non-text based Multiple choice Peer Assessment Role Play learningjournal Discussion Self Assessment informal conversation application form

  5. Other types .... • Academic • Assessor led • Benchmarking • Competence based • Diagnostic • Direct • Evidence • Formal • Formative • Holistic • Independent • Indirect • Informal • Initial • Integrated • Internal

  6. ... of assessment • Ipsative • Learners led • Norm-referencing • Objective • Proficiency • Process • Product • Profiling • Qualitative • Quantitative • Screening • Subjective • Summative • Triangulation • Vocational • Criteria-referencing

  7. Select three types of assessment to discuss • How often do you use this type of assessment • How might you incorporate it into your practice • Do you agree with where it is positioned on the template; where else might you position it - why

  8. Who needs to do what? • What responsibility do different stakeholders have in the assessment process?

  9. Methods of assessments • Adding to the types of assessment, what assessment methods can you think of? • What are the advantages or limitations of each?

  10. Methods of assessments • With reference to three different types of assessment – what particular issues of reliability and validity will you need to consider?

  11. But... ◉ Sufficient ◉ Valid ◉ Authentic ◉ Reliable ◉ Current

  12. Recognising & Recording Progress & Achievement in non-accredited learning http://www.rarpatoolkit.com/en/rarpa.asp • Appropriate Aims • Initial assessment • Learning objectives • Formative: Recognition and recording of progress • Summative: tutor & self-assessment; progress review

  13. ...‘what if.’ • Some learners are treated less favourably • The organisation does not make reasonable adjustment

  14. Access for All • Dyslexia • Disability • Hearing impairment • Visual impairment • Varying work patterns • Linguistic diversity

  15. And what if ... • Gender • Disability • Race • Religion & belief • Sexual orientation

  16. What can you do to make sure your assessment practice is inclusive and fair to all learners? • It might help to think in terms of learner, assessor and organisational responsibility?

  17. Knowledge & Understanding • theories, principles and applications of in/formal assessment and their roles in learning and evaluation • significance of equity & diversity for the assessment Professional Skills • how to plan/design & conduct in/formal assessment •  how to give feedback to promote progress and achievement Transferable Skills • demonstrate knowledge of the minimum core in own practice • how to evaluate and improve own assessment practice

  18. Part A • Report outlining their selection, application and evaluation of an assessment strategy and associated methods (1,500 words)

  19. The assessment used for my area of work is the National Test – a 40 question multiple choice exam. I am critical of it but use because policy demands it. I teach learners beyond the test and de-emphasise its significance. I also supplement it with informal individual learning plans to make sure learners have amore reliable Ipsative assessment profile.

  20. Draft an initial position statement on assessment in your area. This is a one or two sentence answer to the question.

  21. Part B • Trainees will submit examples of feedback, ILP/ILTs with a commentary and or other documents which demonstrate understanding of, and commitment to, the principles of equality and diversity in the assessment process. (1,000 words)

  22. Individual Learning Plan

  23. Part C • Planning and delivering learning: Reflective commentary on personal and professional development during Year 1 (1500 words)

  24. We shall never cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd know the place for the first time. T. S. Eliot(1888 - 1965)

  25. [learning as] a generative dance on the edge of a volcano, a ‘camping on seesaws’ my emphasis (Hedberg et al., 1976).

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