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formal
text based
informal
non-text based
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Multiple choice
Essay
Short answer questions
Open book exam
Skills testWritten test
Peer Assessment
Self Assessment
Oral exam
Discussion
Role Play
Case study
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Multiple choice
Essay
Short answer questions
Open book examSkills testWritten test
Peer Assessment
Self Assessment
Oral exam
Discussion
Role Play
Case study
tutorial
learning journal
question & answer
project
assignments
conversationapplication form
practical activity
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Other types ....◉ Academic◉ Assessor led◉ Benchmarking◉ Competence based◉ Diagnostic◉ Direct◉ Evidence◉ Formal
◉ Formative◉ Holistic◉ Independent◉ Indirect◉ Informal◉ Initial ◉ Integrated◉ Internal
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... of assessment◉ Ipsative◉ Learners led◉ Norm-referencing◉ Objective◉ Proficiency ◉ Process◉ Product◉ Profiling
◉ Qualitative◉ Quantitative◉ Screening◉ Subjective◉ Summative◉ Triangulation◉ Vocational ◉ Criteria-referencing
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• Select three types of assessment to discuss
• How often do you use this type of assessment
• How might you incorporate it into your practice
• Do you agree with where it is positioned on the template; where else might you position it - why
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Who needs to do what?
• What responsibility do different stakeholders
have in the assessment process?
learner assessor organisation
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Methods of assessments• Adding to the types of assessment,
what assessment methods can you think of?
• What are the advantages or limitations of each?
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Methods of assessments
• With reference to three different types of assessment – what particular issues of reliability and validity will you need to consider?
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But...◉ Valid
◉ Authentic
◉ Current
◉ Sufficient
◉ Reliable
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Recognising & Recording Progress & Achievement in non-accredited learning
• Appropriate Aims• Initial assessment• Learning objectives • Formative: Recognition and recording of
progress• Summative: tutor & self-assessment;
progress review
http://www.rarpatoolkit.com/en/rarpa.asp
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...‘what if.’ • Some learners are treated less
favourably• The organisation does not make
reasonable adjustment
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Access for All• Dyslexia• Disability• Hearing impairment• Visual impairment• Varying work patterns• Linguistic diversity
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And what if ...• Gender• Disability• Race• Religion & belief• Sexual orientation
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• What can you do to make sure your assessment practice is inclusive and fair to all learners?
• It might help to think in terms of learner, assessor and organisational responsibility?
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Knowledge & Understanding• theories, principles and applications of in/formal assessment and their roles
in learning and evaluation • significance of equity & diversity for the assessment Professional Skills• how to plan/design & conduct in/formal assessment• how to give feedback to promote progress and achievement Transferable Skills• demonstrate knowledge of the minimum core in own practice • how to evaluate and improve own assessment practice
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Part A
• Report outlining their selection, application and evaluation of an assessment strategy and associated methods (1,500 words)
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◉Strategy National Test & ILP
◉Selection Little choice, Policy driven only one available
◉Application Choice, i.e. examining board, timing & emphasis – summative - formative, always supplemented
◉Evaluation National Test - unreliable and invalid –quality process; with ILP more meaningful
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• The assessment used for my area of work is the National Test – a 40 question multiple choice exam. I am critical of it but use because policy demands it. I teach learners beyond the test and de-emphasise its significance. I also supplement it with informal individual learning plans to make sure learners have amore reliable Ipsative assessment profile.
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• Draft an initial position statement on assessment in your area. This is a one or two sentence answer to the question.
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Part B
• Trainees will submit examples of feedback, ILP/ILTs with a commentary and or other documents which demonstrate understanding of, and commitment to, the principles of equality and diversity in the assessment process. (1,000 words)
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Individual Learning Plan◉SMART Individual needs – researching
support
◉What do you need formal question to ensure capacity
◉Who will do what tutor actions / learners actions
◉Comments - tutor adult learners lives: equity, diversity, disability
◉Comments - student
Impact of assessment & sense of what next
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Part C
• Planning and delivering learning:Reflective commentary on personal and professional development during Year 1 (1500 words)
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◉observation establish your context in detail
◉conceptualisation what are the key issues, ideas, considerations, frustrations, challenges, rewards, theories
◉experimentationwhat have you done differently, what do you understand differently, unlearning, identity, testing ideas out
◉experience What is the outcome of the above activity? confidently entrenched in your own position? how does your terrain look from this angle?
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• We shall never cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd know the place for the first time.
T. S. Eliot(1888 - 1965)
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• [learning as] a generative dance on the edge of a volcano, a ‘camping on seesaws’
my emphasis(Hedberg et al., 1976).