Unit 3: DTLLS

Enabling Learning and Assessment

Week 1: Introduction to Unit

Session (15) 23/03/2012

Aims of the Unit ~ to enable learners to:

Assess the outcomes of learning and learner achievement

Reflect, justify and evaluate own assessment practices

Demonstrate knowledge and application of the minimum core specifications in

context

Unit 3: DTLLS

Enabling Learning and Assessment

6-Week Scheme of Work

Session Objectives/learning outcomes

The learner will:

Indicative content Assessment

1 State the aims and outcomes of

the unit.

Introduction to the aims and outcomes of

the unit.

1 Theories, principles and the

applications of formal and

informal assessments and their

role in learning and evaluation.

Key concepts, theories and principles of

different types of assessment methods

and functions for all aspects of the

assessment process

Activity

2 The implications of equality and

diversity issues in assessment for

teachers and learners

The impact of equality and diversity

within the assessment of learning.

Access to assessment opportunity.

APEL systems and procedures.

The role of assessment within evaluation

and quality processes.

Research, activity

3 Demonstrate how to plan, design

and conduct formal and informal

assessment to enable learning and

progression

The importance of setting SMART

targets to enable learners’ progress to be

reviewed, monitored, evaluated, reported

and recorded.

Consider the implications of setting

SMART targets within competence and

non-competence based models of

assessment.

Observation, activity

4 Demonstrate how to give

effective feedback to promote

learner progress and

achievement.

Theories and principles of assessment

linked to feedback.

Appropriate and effective methods of

giving feedback.

Research, lesson

observation

5 How to apply minimum core

specifications.

How to embed minimum core

specification in literacy, numeracy and

ICT in context.

Activity

6 Demonstrate how to evaluate and

improve own assessment

practice.

Application of theories and principles of

assessment to improve own practice and

inform professional development.

Methods of evaluating own performance

when assessing learners.

Journal, activity

7 Complete assessment criteria See page 3, assessments 1-4 Various

Unit 3: DTLLS

Enabling Learning and Assessment

How will you be assessed?

DTLLS Unit 3 Enabling Learning and Assessment

Level 4 Assignment

City and Guilds instructions to

candidates

What you need to do

1. Describe, use and evaluate two

different assessment activities used

to check the learning of either

individuals or a group of learners.

2. Analyze the purpose of assessment

and produce a written justification

of your chosen assessment methods

(800 words).

Choose 2 assessment methods that are suitable for use

with your group and your topics and make notes on why

you have chosen them, how you will use them and what

you are using them to check.

Use the 2 methods and show this in your session plan.

Record the results.

Make notes, evaluating the methods: how well they

worked, any weaknesses, and any adjustments you

would make next time.

Using all the notes from above, compose a written piece

of 800 words fully referenced to theory, explaining the

purpose of your assessments, a full description of your

methods, the results they gave you and your evaluation

of the methods.

Tummons J (2005) Assessing Learning in FE Exeter:

Learning Matters is helpful on assessment.

3. Using an extract from your Teaching

Practice Portfolio, write and reflect

on

a) How your feedback has

informed your learners’

progress and achievement; and

b) How feedback from others has

informed your own professional

practice.

Use an event or events from your teaching practice,

cross referenced to a session plan(s) to write in detail

about how you gave feedback to a learner and what

effect this has had on their performance and learning.

Consider good practice in giving feedback.

Geoff Petty’s Teaching Today‟ or Evidence Based Teaching

or www.GeoffPetty.com are particularly helpful on this.

Again, use an event or events from your teaching

practice, cross referenced to a session plan(s) to write in

detail about how feedback from others (learners,

colleagues, your observer) encouraged you to reflect on

and change your own practice and what effect this has

had.

Johari’s Window may be a useful model to consider.

Unit 3: DTLLS

Enabling Learning and Assessment

Overview of session 15

Session 14 (22/03/2012)

Objectives for today’s session

Clarify the aims and objectives of Unit (3) ELA

Clarify the assessment criteria necessary to pass unit (3)

Outline the theory behind assessment of and assessment for learning

Discuss the various different assessment methods used on vocational

and academic programme

Evaluate the effectiveness of formative and summative assessment

Programme for today’s session

General Introduction and overview of Unit (3)

Share objectives

Theory

Practical application of theory

Review of session / evaluation forms

Takeaway tasks and further reading

Takeaway tasks

Write a reflective journal which addresses assessment task 1 / 2

Review at least one of the articles below and come prepared to engage in a discussion on

how equality and diversity should be considered when setting assessments

Start to collect evidence of the ways in which you assess your learners

Additional resources / websites

Formative and summative assessment

http://www.edfac.unimelb.edu.au/research/resources/student_res/postscriptfiles/Ziad_Baroudi.pdf

http://amec.glp.net/c/document_library/get_file?p_l_id=844072&folderId=754745&n

ame=DLFE-20967.pdf

E&D and Assessment

http://tlp.excellencegateway.org.uk/tlp/pedagogy/assets/documents/qs_equality_diversity.pdf

Unit 3: DTLLS

Enabling Learning and Assessment

Definitions of assessment

Defining assessment: In pairs or small groups, devise a definition of assessment.

Draw upon your own experiences in the classroom

Insert your definition here…

Unit 3: DTLLS

Enabling Learning and Assessment

What the literature says…

„Promoting children‟s learning is a principal aim of schools [and colleges]. Assessment lies

at the heart of this process. It can provide a framework in which educational objectives may

be set and pupils‟ progress charted and expressed. It can yield a basis for planning the next

steps in response to children‟s needs ... it should be an integral part of the educational

process, continually providing both “feedback” and “feed forward”1.

It therefore needs to be incorporated systematically into teaching strategies and practices at

all levels.’

„Overall, the purpose of assessment is to improve standards, not merely to measure them.

Although the quality of formative assessment has improved perceptibly, it continues to be a

weakness in many schools.‟2

“Assessment is the process of gathering and discussing information from multiple and diverse

sources in order to develop a deep understanding of what students know, understand, and can

do with their knowledge as a result of their educational experiences; the process culminates

when assessment results are used to improve subsequent learning.” 3

Brown et al. (1994) make the following observation:

There is increasing acceptance that it [assessment] is at least in part to do with preparation

for later life and work beyond academia. This recognition has brought with it a gathering

momentum for a shift in emphasis from the acquisition of knowledge to the acquisition of

skills, from product to process, from grading to competence. 4

Key terminology linked to the definitions of assessment

1 National Curriculum Task Group on Assessment and Testing (TGAT): A Report, 1988) 2 Review of Secondary Education in England, 1993 – 1997, OFSTED 1998, Section 5.6 3 Palomba, C.A. & Banta, T.W. Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education. San Francisco: Jossey-Bass, 1999, p. 4 4 Brown, S., Rust, C. and Gibbs, G. (1994) Strategies for Diversifying Assessment, Oxford Centre for Staff Development, Oxford

Unit 3: DTLLS

Enabling Learning and Assessment

Methods of assessment

There are a wealth of assessment methods used to assess learner’s achievement and progress.

But the question is which one to choose? The primary goal is to choose a method that most

effectively assesses the objectives of the unit of study, for instance, Pass criteria, examination

questions or practical assessments. In addition, the assessment task should be aligned to the

wider objectives of the curriculum, including the development of critical thinking skills and

employability.

When designing an assessment you will need one eye on the immediate task, but also, the

broader aim of the program. You should think particularly carefully about the qualities or

abilities you are trying to engender5.

5 Lee Dunn, 27 June 2002. First published in 2000 on the OCSLD website at: http://www.brookes.ac.uk/ services/ocsd/

2_learntch/

In groups, devise a list of 10 assessment methods that you use to assess your learners

progress. Fill in the right hand box that indicates why you have chosen to assess the

learners in that way.

Assessment method Why have you chosen this method of assessment

1 Questioning techniques

Consolidate knowledge / check understanding / support / stretch and

challenge / build confidence / inclusion / differentiation /

2

3

4

5

6

7

8

9

10

Unit 3: DTLLS

Enabling Learning and Assessment

Effects on learner outcomes

Learner progress can be influenced by a number of factors including methods of assessment, the

environment and internal motivation. Rank from 1 to 10 which of the following strategies is likely to

have the biggest impact upon learner progress. No 1 is the one that will have the greatest effect.

Walberg, H. Improving the productivity of America’s schools6

Strategy Rank (1-10) Discussion

Assigned homework

Home interventions

Instructional time

Graded homework

Class morale

Higher-order questions

Personalized instruction

Cooperative learning

Cues and feedback

Reinforcement

6 Source: Data from Herbert Walberg, “Improving the Productivity of America’s Schools,” Educational

Leadership, 41, no. 8 (1984): 24. (Borg & Meredith, 1989)

Unit 3: DTLLS

Enabling Learning and Assessment

Types of assessment method

Most of us are familiar with the terms formative and summative assessment. We assess our

learners in a variety of ways but not always with the desired effect. We can sometimes assess

for assessment sake and as a consequence, learner progress may not be as swift as we would

like. Formative and summative assessments are a critical part of planning for learning and are

central to writing an effective scheme of work (c.f., session 5 from Hazel Budd)

In this short section we will:

Define formative and summative assessment

Evaluate the differences between the two

Review the effectiveness of various types of assessment

Analyse the difference between assessment and evaluation

Define formative and summative assessments

Formative Summative

Differences between the two

Unit 3: DTLLS

Enabling Learning and Assessment

Types of assessment method (2)

Formative Assessment

Formative assessment is often done at the beginning or during a program, thus providing the

opportunity for immediate evidence for student learning in a particular course or at a

particular point in a program. Classroom assessment is one of the most common formative

assessment techniques. The purpose of this technique is to improve quality of student learning

and should not be evaluative or involve grading students. This can also lead to curricular

modifications when specific courses have not met the student learning outcomes. Classroom

assessment can also provide important program information when multiple sections of a

course are taught because it enables programs to examine if the learning goals and objectives

are met in all sections of the course. It also can improve instructional quality by engaging the

faculty in the design and practice of the course goals and objectives and the course impact on

the program.

Summative Assessment7

Summative assessment is comprehensive in nature, provides accountability and is used to

check the level of learning at the end of the program. For example, if upon completion of a

program students will have the knowledge to pass an accreditation test, taking the test would

be summative in nature since it is based on the cumulative learning experience. Program goals

and objectives often reflect the cumulative nature of the learning that takes place in a program.

Thus the program would conduct summative assessment at the end of the program to ensure

students have met the program goals and objectives. Attention should be given to using

various methods and measures in order to have a comprehensive plan. Ultimately, the

foundation for an assessment plan is to collect summative assessment data and this type of

data can stand-alone. Formative assessment data, however, can contribute to a comprehensive

assessment plan by enabling faculty to identify particular points in a program to assess

learning (i.e., entry into a program, before or after an internship experience, impact of specific

courses, etc.) and monitor the progress being made towards achieving learning outcomes.

Thinking point

When assessment at the classroom level balances formative and summative assessment, a

clear picture emerges of where a student is relative to learning targets and standards. Students

should be able to share information about their own learning.

To what extent to you encourage your learners to reflect upon their own progress?

7 Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.). San

Francisco: Jossey-Bass.

Unit 3: DTLLS

Enabling Learning and Assessment

Application of assessments methods (3)

Review various types of assessment method (formative and summative)

1) Decide whether the assessment it is formative (f), summative (s) or both (b)

2) Evaluative how effective the assessment method is with your own learners where 10 is most

effective and 1 the least

Type of assessment F S B (1-10)

Question and Answer in the lesson

Presentation (may be peer-assessed and/or tutor-assessed)

Final examination

Portfolio

Exhibition

Short Tests and Quizzes

Practical assessment

Oral examinations

Interview

Open Book or Take-Away exam

Homework Exercises

Observation of Performance

Multiple Choice Test in controlled conditions (paper-based)

Skills Assessment using Formal Assessment Criteria

Seen exam paper in controlled conditions

Assignments

Projects

Unseen Examination in controlled conditions

Exercises with Short, Extended or Multiple-choice Answers

Simulations, Business Games

Other

Merits and de-merits of formative and summative assessment

"You have to begin to weigh formative versus summative assessment." Rick Wormeli, author

of Fair Isn't Always Equal and Differentiation, explains the difference between the two and

how formative assessment helps you offer better feedback to your students.

Insert your notes here…

Discussion notes

Unit 3: DTLLS

Enabling Learning and Assessment

Evaluate the effectiveness of assessment

Please evaluate the extent to which your assessment methods do, or do not, promote

the following skills:

Learning objectives

Skill area

Do your assessment

methods promote this

skill? Yes/No/A

little/Other

Knowledge of principles or theories

Analytical skills

Problem solving under pressure, breadth and depth of understanding of

complex problems

Written communication skills

Writing well-presented and structured reports and essays

Interpersonal skills

Ability to work with others, demonstrating management and leadership skills

IT skills

Skill in using basic computer packages – word processing, spreadsheets,

PowerPoint; using the web to research information

Independence

Autonomy, self-reliance, self-motivation

Flexibility and resourcefulness

Ability to respond to unusual and unpredictable circumstances

Strategic thinking skills

Ability to determine own strategy and direction, self-knowledge and self-

monitoring of effectiveness

Research skills

Finding out, using libraries, finding sources of information

Organisation skills

Managing time and deadlines – organising material

Practical skills

The development of practical skills linked to the workplace

Thinking point

Returning to your original definition of assessment, to what extent do you actively promote

the wider skills development of your learners. Are you driven by success rates, targets,

MAGs, CAGs or value added?

Unit 3: DTLLS

Enabling Learning and Assessment

Types of assessment method (4)

Analyse the difference between assessment and evaluation

Assessment is a process used to improve a performance or outcome. Evaluation is a process

used to determine the quality of a performance or outcome and to make decisions based on the

quality. Both processes can be formative (undertaken while an educational process is ongoing)

or summative (taken at the conclusion of an educational process).

Before starting either assessment or evaluation it is essential for instructors to clarify the

purpose of the process. It is then critical to communicate this purpose to everyone involved

and to establish whether this will be conducted as assessment or evaluation.

Interested in learning more, click on

the QR code of follow the link

below

http://q.cx/3NLYF

Reflection (1)

Black and William (1998) recommend: "Frequent short tests are better than infrequent long ones."

Do you agree? Why or why not?

Reflection (2)

Next week

Equality and diversity and links with assessment

What will I do next?

How will I do it?

When will I do it?

What will be the impact on the

learner

How will I share my new skills

Further reading for next week: Here are two excellent articles of formative and summative assessments

Post-Script: Postgraduate Journal of Education Research, Vol. 8(1), August 2007, pp. 37-48

To assess follow this link

http://www.edfac.unimelb.edu.au/research/resources/student_res/postscriptfiles/Ziad_Baroudi.pdf

Formative and summative assessment

http://amec.glp.net/c/document_library/get_file?p_l_id=844072&folderId=754745&name=DLFE-

20967.pdf

Further reading for next week: Links between E&D and assessment

LSIS (2009): Ten pedagogy approaches – equality and diversity quick start guide

http://tlp.excellencegateway.org.uk/tlp/pedagogy/assets/documents/qs_equality_diversity.pdf

Unit 3: DTLLS

Enabling Learning and Assessment

Effects on learner outcomes (answers)

Learner progress can be influenced by a number of factors including methods of assessment, the

environment and internal motivation. Rank from 1 to 10 which of the following strategies is likely to

have the biggest impact upon learner progress. No 1 is the one that will have the greatest effect.

Walberg, H. Improving the productivity of America’s schools8

Strategy Rank (1-10) Discussion

Assigned homework 10

Home interventions 7

Instructional time 8

Graded homework 3

Class morale 5

Higher-order questions 9

Personalized instruction 6

Cooperative learning 4

Cues and feedback 2

Reinforcement 1

8 Source: Data from Herbert Walberg, “Improving the Productivity of America’s Schools,” Educational Leadership, 41, no. 8

(1984): 24. (Borg & Meredith, 1989)