Assessment for Learning
This module reviews the diverse aspects of assessment in education. It covers the definition of assessment, its purposes, and personal experiences from both learners and teachers. Participants will engage in reflective discussions on positive and negative assessment experiences, methods of assessment, feedback strategies, and the various stakeholders involved. The assessment strategy review ensures an understanding of equality and diversity principles within the assessment process, supporting personal and professional development.
Assessment for Learning
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Presentation Transcript
Assessment for Learning Module 4 Week 1 Dr Carol Azumah Dennis University of Hull
carol.dennis@hull.ac.uk Dr Carol Azumah Dennis (01482) 466 930 Wilberforce 307a Dr Carol Azumah Dennis University of Hull
What is assessment? • Why do we assess? • Personal experience of assessment • Assessment within the course Dr Carol Azumah Dennis University of Hull
It is an aspect of learning, a non-judgmental process of checking whether or not certain purposes have been attained. When, how, where, and what we assess, and the degree of formality will be varied. But assessment will always be a process of checking the depth, nature and content of student learning. Do you agree? What’s wrong with this definition? Dr Carol Azumah Dennis University of Hull
Your experience: as learners • What various contexts might you have experienced assessment (as a learner) to date? • Consider a positive and a negative experience of assessment. Share these with the rest of the group. • Tabulate the features of positive and negative assessment. Dr Carol Azumah Dennis University of Hull
Your experience: as teachers • What various contexts might you have experienced assessment (as a teacher) to date? • How do you think your learners experienced this assessment ? • What was good about your assessment process? What left scope for development? Dr Carol Azumah Dennis University of Hull
Why assess • Consider an assessment you have conducted with your learners. • What determined the timing (duration and moment) of the assessment activity • What form did the assessment take: why? • What form did feedback (to learners) take? • What will you change as a result of this assessment experience? Dr Carol Azumah Dennis University of Hull
Why do we assess? • What learning has taken place • Diagnosing learning needs • Certificating • Selection (or social regulation) • Evaluating programmes • Motivating and encouraging students Dr Carol Azumah Dennis University of Hull
What do these different stakeholders want from assessment? Dr Carol Azumah Dennis University of Hull
Assessment: who’s who? The Assessor The Government Policy • Peers • External Examiner The awarding body Local Community • Students • Teachers The local institution Employers Funding Organisations Dr Carol Azumah Dennis University of Hull
What documents • Who's is involved in the assessment process ? What documentation might be associated with each stakeholder? Dr Carol Azumah Dennis University of Hull
Assessment: PgCE / Cert Ed • Types of task • How do you know what content to cover? • Feedback so far: what are we looking for? • We want content, but what else? Dr Carol Azumah Dennis University of Hull
Part A Review an assessment strategy • The review should consider the following aspects: reasons for selection of assessment strategy application of strategy/methodology use of results evaluation of strategy • The emphasis should be on focussed on consideration of the overall selection and implementation of the strategy in relation to theory, the learners and your particular context.
Part B • Present a selection of evidence, demonstrating your understanding of the principles of equality and diversity in the assessment process. • Evidence could include: ILPs Feedback from observations Sections of your organisation’s Equality and Diversity statement/policy Support for individuals • Evidence should be introduced and accompanied by a commentary and brief summary. (1000 words.) Dr Carol Azumah Dennis University of Hull
Part C • A reflective commentary (1500 words) on your own personal and professional development over the first year of the course. This should be linked to theory and observational feedback. • You should reflect on your performance, identifying your own strengths and areas for development. There should then be some indication of how you intend to address areas for further development. Dr Carol Azumah Dennis University of Hull
Maintain a Professional Practice File as a recordof practical teaching. • A Teaching Log of 25 hours • I completed lesson observation and reflection responding to feedback Dr Carol Azumah Dennis University of Hull
