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Understanding Assessment in Education and Training PP.pptx

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2.1	Explain why it is important to involve learners and others in the assessment process.

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2.1	Explain why it is important to involve learners and others in the assessment process.

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There is many positive influences related to involving others in the assessment process. Primarily, it builds learners self-confidence and allow them the achieving best possible outcome
s. It also makes the whole procedure less stressful. Secondly, teachers also take advantage from the opportunity of investigating their own methodology.
Very often involving others diagnoses the 'gaps' in students' knowledge. It also help them to reduce the level of confusion and anxiety.
Finally, the whole process helps to avoid failure and ensures the high level of assessment's quality.

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2.2	Explain the role and use of peer- and self-assessment in the assessment process.

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2.2	Explain the role and use of peer- and self-assessment in the assessment process.

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The peer assessment and self-assessment methods should be used in education very often. However, they can provide both: the positive and negative features.
The strengths of the peer assessment method:
- less intimidating than teacher-student configuration
- can give totally different perspective on learner's work to himself
-  influences team-working
- enables comparison
- allows sharing ideas
- learns the art of diplomacy (mature judgement).

The limitations of the peer assessment:
- if the level of knowledge varies across the group, the feedback might not be satisfying
- critique can be to harsh
- can trigger social complications.

The strengths of the self-assessment method:
- can stimulate learner to engaging in deep in his own work
- can underline the deficit of knowledge
- help to assess in what part of the curriculum learner is good and what needs improvement
- stimulate deep research of the criteria (and helps to understand them better)
- inspire to a reflective writing.

The limitations of the self-assessment method:
- can be easily given up
-  doesn't involve reliable judgement
- depends totally on individual commitment
- some people struggle with reflection on their own practice
- requires long-term training.

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2.3	Identify sources of information that should be made available to learners and others involved in the assessment process.

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2.3	Identify sources of information that should be made available to learners and others involved in the assessment process.

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The sources of information that should be made available to learners involved in the assessment process:
- purpose of the assessment
- criteria
description of the task (brief)
- date and venue (location)
- deadline
- emergency info
- time, duration
- special requirements info
- special circumstances procedure (extending deadline)
- sources of information (textbooks, webpages)
- necessary equipment
- feedback from previous assessment.

The sources of information that should be made available to others involved in the assessment process:
- purpose of the assessment
- how to access it
- date and location
- records pf assessment
- feedback given
- gardes
- sample for moderation (external verification)
- register of those attending the assessment
- record of incidents
- feedback to awarding body.

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3.1	Describe key features of constructive feedback.

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3.1	Describe key features of constructive feedback.

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As Gravells states (p.175), 'feedback is a way of helping reassure, boost confidence, encourage and motivate your learners'. To do so, teachers need to imply in their work the general principles of great feedback. For example, the constructive feedback is always personalized and includes advice on improvements. It should contain particular phrase describing how the work can be improved, for example: ' you should work on your spelling by doing short online tests and by reading more books'.
One of the principle states, that results should be incorporated in targets, what means that the feedback is ended with a list of bullet points defining targets. Teacher shouldn't ever correct the learner in front of a class. He can, however praise him loudly. Good feedback is always timelined (immediate ideally), realistic, informative and where possible, ungraded as this reduce motivation.

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3.2	Explain how constructive feedback contributes to the assessment process.

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3.2	Explain how constructive feedback contributes to the assessment process.

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Learners need to know how they are progressing and what are their results. The role of  a teacher is to shape the feedback in a way, that it transfers its principles well. Then, the feedback helps the learners to develop their knowledge.
Accurately built feedback can help to learner notice his own mistakes before the teacher will point them out. This can be achieved, for example, by asking students for self-reflective comments about their own work before the actual feedback.
A constructive feedback evaluates what the learner has done, has learned, how he understood the criteria and he has met them and how he can improve, in what way.

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3.3	Explain ways to give constructive feedback to learners.

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3.3	Explain ways to give constructive feedback to learners.

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I will start from the self- assessment first. Using my knowledge and privileges as the Chair of the organisation, I will distribute a short survey between the Trustees, that requires a self-reflective writing about the project we have been doing together.
Next, I will ask them to swap their surveys between them, applying the peer feedback consequently. We will then compare our thoughts and I will speak in private with every one of them. This action should take place in the next two weeks, so in the same time as we finishing our project (timeliness).
Finally, I will repeat that activity frequently, so the feedback will  be constantly documenting the overall performance of the members of the group.

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4.1 Explain the need to keep records of assessments of learning.

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4.1 Explain the need to keep records of assessments of learning.

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Records of assessment of learning must be kept to assure the quality of teaching, to document the process of learning and to satisfy the legal requirements. They enable measuring the effectiveness and appropriateness of the program to external organisation. Such data also allow to follow the progress of each learner. Additionally, the statistics are built upon those information.

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4.2 Summarise the requirements for keeping records of assessment in an organisation.

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4.2 Summarise the requirements for keeping records of assessment in an organisation.

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All organisation have their own requirements for keeping records of assessments, but their rules need to comply with The Data Protection Act (1998), recently replaced by the General Data Protection Regulation (GDPR) (May 25th 2018).
According to those regulations the organisation must follow the eight principles, 'to ensure that data are:
- processes fairly and lawfully
- obtained and used only for specified and lawful purposes
- adequate, relevant and not excessive
- accurate and, where necessary, kept up to date
- kept for no longer than necessary
- processed in accordance with the individual's rights
- kept secure
transferred only to countries that offer adequate protection' (Gravells, 2013)
- the schools must appoint a Data Protection Officer (DPO).