Tutor Handbook

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.