Assessment Overview

Purpose of assessment

Many learners may feel intimidated by the word “assessment”.  Research has identified that some learners associate the term with judgemental, unsympathetic attitudes, possibly because of negative experiences.  However, learners do value feedback; they do want their work to be assessed; and want to know how to improve.

The tutor’s skill lies in devising means of assessment, which do not intimidate and in preparing learners effectively for more formal means of assessment.  Finding out how learners feel about assessment is an important element of this and can form part of the initial assessment, which takes place during induction.

Assessment is an important part of the learning cycle and enables tutors to:

• Check and note learners’ responses
• Observe learner progress
• Adjust what they are doing to meet learners’ needs
• Have in their minds the standards that are expected for the group and for individuals
• Have expectations of the group and of individuals
  

Assessment is also beneficial to learners:

• Have expectations of success or failure which change as the programme progresses
• Compare themselves with others both within and outside the group
• Have ideas about what they would like to achieve
• Make judgements about how far they are making progress

Assessment may be initial, formative or summative.

Initial Assessment

Initial Assessment

Initial Assessment is the first part of the RARPA process.  It provides the platform for course development, and ensures the curriculum is appropriate to the learners needs.

Initial Assessment:

• Establishes the existing skill and knowledge levels of learners
• May establish how each learner learns
• Introduces learners to some of the skills and knowledge they will need to acquire on the programme
• Provides information to help tutors plan the programme
• Can be a fun way of getting learners used to assessment without it being too intimidating

Well-planned and executed initial assessment is integral to the induction process.  This may commence at the enrolment stage with a pre-course questionnaire to establish learners’ interests, experience and motivation.  It may be part of the “getting to know you” activity in induction.

It is important, however, that there is also

• some form of skill/knowledge assessment which can be validated by the tutor
• discussion with individual learners about what they can do and want to be able to do

See ‘first session’ section of this handbook for more information.

Assessment for Learning - Formative Assessment

Summative Assessment

Summative assessment is used to assess learner’s achievement at the end of a course or topic.  It should relate directly to the learning aims and objectives.  It provides a summary picture of what the learner has learnt during the course.  Some aspects of summative assessment use formal methods of assessment (tests/exams) but this is not always the case, especially with adult community learning.

Summative assessment can be used to:

• enable learners to recognise their achievements
• justify awarding a qualification
• help the tutor plan future courses
• guide learners through their next steps

 

There are a variety of methods for conducting summative assessment, and not all of these are formal written assessments

• Digital assets (video, audio, website)
• Portfolios
• Observation of practical task
• End product e.g. something the learner has made using new skills
• Discussion with learner
• Written unseen exams
• Multiple choice question (MCQ) exams
• Open book exams
• Seen exams
• Essay submissions
• Dissertations

Methods of assessment

Here are some ideas of activities that can be used as assessment activities/evidence:

Think about different methods when assessing your learners.

 Some methods can be used for both formative and summative assessment

https://resourced.prometheanworld.com/types-of-summative-formative-assessment/

https://www.teachthought.com/pedagogy/20-simple-assessment-strategies-can-use-every-day/

Feedback on assessment

Learners appreciate feedback, which should always be given after assessment. It is a vital part of the learning process and may be given verbally or in writing.  Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning.

Good feedback is a two-way process and the learner should engage in the learning opportunity process.

Skilled tutors use feedback to learners for two things:

“Professor John Hattie found that Feedback has more effect on achievement than any other factor. Professors Paul Black and Dylan Wiliam of Kings College London spent four years studying and reviewing research into feedback which is closely linked to ‘formative assessment’. They concluded in agreement with Professor Hattie that formative assessment has a huge effect on learning quality. It has been found to add the equivalent of two grades to students’ achievement if done very well.” (http://geoffpetty.com/for-teachers/feedback-and-questions/)

Learners need information on what they do well, and how to improve, then they need to act on this. Teachers can give feedback, but learners can too, with self- assessment and peer assessment. The best feedback (or formative assessment) uses learner’s work to diagnose strengths and weaknesses, and to set individual targets for improvement

Good feedback will result in

• improved learning
• changing traditional classroom practices
• clarifying learning criteria
• raising achievement
• increased leaner engagement
• increased learner confidence
• moving the learner forward in the development of their skills, knowledge and understanding
  

Good feedback will enable:

• the learner to clarify understanding,
• allow for misconceptions to be rectified,
• provision of a measure of progress towards learning outcomes,
• identification of areas of that need improvements

“Feedback is only successful if students’ learning improves – and this depends on their capacity to understand it and inclination to accept and act on it.  It’s got an interpersonal, motivational element that can’t be brushed aside.  Giving feedback isn’t a purely technical, objective task – although it does have to suggest actions students can actually take rather than offering a nebulous retrospective critique”  Tom Sherrington January 10, 2019 available at https://teacherhead.com/2019/01/10/revisiting-dylan-wiliams-five-brilliant-formative-assessment-strategies/

 Feedback should:

• Be constructive
• Be analytical and precise
• Give emphasis to things done well
• Explain what needs to be done differently
• Be clearly expressed
• Show the way forward
• Check that the learner has understood what needs to be done
• Leave the learner feeling positive about his/her learning
• Address the needs of the group and the individual
• Progress learning

Consider the Feedback Sandwich

•  Make it fresh
•  Keep the filling straightforward
•  Aim for a balance of tastes
  

To explore feedback further:

Read  “Inside the black box” at: https://weaeducation.typepad.co.uk/files/blackbox-1.pdf

 See also Geoff Petty’s books: ‘How to Teach Even Better: an evidence based approach’. (2018) Oxford University Press – chapter 11

‘Teaching Today: a practical guide’ 5th Ed (2014) Oxford University Press – chapters 6 and 43.