Kate Thomson

NCFE – Level 3 Award in Education and Training

Assignment Group C

Understanding Assessment in Education and Training

1. Understand types and methods of assessment used in education and training.

1.1 Explain the purposes of types of assessment used in education and training.

Assessment is important to both the teacher and the learner. The teacher needs to assess the
learner to ensure learning is taking place and the learners need the feedback from assessment to
further engage and motivate them and to confirm their commitment and understanding in the
process. Effective assessment will emphasise what learning has taken place as well as any
deficiencies in understanding that need further explanation. Taken positively it is a useful tool in
helping to place learners in the learning curve by way of evaluation or measuring progress in formal
or informal ways. Assessment can also be done by the leaner by way of self-assessment and peer
assessment whereby the learners assess another learner’s progress. Both of these method promote
the learner sot have an active part in their own learning and assessment process.

There are different methods and types of assessment used in education and training and their
purpose within the learning process determines when they are used. I have summarised them
below along with the most useful purpose for these types of assessments.

 Initial Assessment is used prior to, or at the start of the learning process and is used to
identify individual learner needs and any special support requirements. This assessment may
take the form of interviews, questionnaires or application forms.
 Diagnostic Assessment is used prior to, or at the start of the learning process and is used to
assess whether the learner has the necessary knowledge and skills to participate in the
course or programme of learning they have chosen and highlight whether they may need
any specific help and support to succeed.
 Formative Assessment The name formative is a bit misleading as this is actually informal on-
going assessment for learning. It is used informally during the learning process to check
understanding, track progress, identify strengths and highlight any weaknesses requiring
further support as well as providing the learner with feedback with can help to inform their
further learning. The assessments can take the form of quizzes, questioning, role play, work
sheets, etc.
 Summative Assessment is the formal assessment of learning and is used at the end of the
learning process in order to measure achievement and can lead to the learning gaining
formal qualifications. The assessment can take the form of exams, dissertation and
assignments etc.

In my role as an NRW Education Officer I tend to question leaners as I go so in a habitat study

context I would be asking how many different species they found and the numbers of them followed
by what this tells us about the wider food chain etc. The answers back will help me to gauge whether
they have fully grasped the subject by the context of the answers. I also use work sheets, quizzes and
games. The assessment is continued throughout the session so I can adapt my teaching style or the
activity where appropriate. I favour a quiz at the end as a plenary to the session rounding the day off
with meaningful evaluative assessment.

1.2 Describe characteristics of different methods of assessment in education and training.

There are numerous different methods of assessment some are more formal than others, some are
written while others are more practical.

I have taken what I consider the most common main methods and identified their characteristics;

Interview/meeting with learner – the learners is asked a range of planned questions to determine
their prior knowledge, skills and levels of understanding.

Questioning – By the use of open and closed questions the teacher can test understanding and
determine the level of learning.

Worksheets – The way in which the learner fills in the questions and tables on the work sheet
reveals their knowledge and understanding. It can be used as observation assessment too.

Quizzes –A quiz is a form of questioning but with a competitive element and can be an informal level
of assessment with fun factor.

Discussions- Leaners reveal their knowledge, skills and understanding by discussing around the
subject and by the further questions they then ask.

Practical activities and /or demonstrations– Learners carry out a practical activity such as making
elder beads using tools which demonstrates their skills and they are assessed by observation while
they do the activity or at the end.

Group work – Learners are assessed by being observed carrying out their practical or theoretical
learning in a group context.

Presentations – This can be done in a group context or individual and the learners are assessed by
the delivery of the presentation or on the context and ICT to show their knowledge and
understanding of the subject.

Essays, assignments and dissertations– These are formal pieces of written text (like this one)
produced by the learner to show their applied knowledge and understanding to a question in the
subject matter. They can test understanding as well as academic skills such as using bibliographical
referencing and being contained within a limited word count.

Formal exams – These are formal tests carried out under strict exam conditions to prevent cheating
and are conducted in a given timeframe. They usually lead to formal qualifications.

1.3 Compare the strengths and limitations of different assessment methods in relation to meeting
individual learner needs.

The table below shows the strengths and limitation for the assessment methods I have described the
characteristics for in Q1.2 along with how they meet the learner’s individual needs.
Assessment Strengths Limitations Meeting learners individual needs
Method
Interview/meeting Can ask learner Can be a stressful Questions can be related to the
with learner – specific experience and specific learner.
questions both not show the
open and closed learner in their
to gain a better best light.
picture of the Requires strong
learner. communication
skills to be most
effective.
Questioning Can use open Closed questions Can use open and closed or multiple
and closed or do not reveal choice questions to suit the
multiple choice much so assessment and learner needs. Maye
questions to suit emphasis needs suit dyslexic leaners or those who
the assessment to be on open prefer to explain orally rather than in
and learner questioning. a written context.
needs. Can test Questions have
reasoning skills to be clear to
as well. avoid ambiguity.

Worksheets Can be May not be Good for lower abilities of learners, it

completed challenging can also help with sequence of
individually or in enough for higher instructions as the learners can refer
pairs or groups, ability learners. to the sheet for next activity or how
great for Need dry to do the activity.
recording as part conditions to use May not be challenging enough for
of a practical them so may not higher ability learners – need further
activity. Good be suitable for extension work to differentiate if the
for lower outdoor finish early.
abilities of activities.
learners. Resource heavy.
Quizzes Can be May be too Can be a wide range of types of
completed competitive for question with something to suit
individually or in dome learners everyone.
pairs or groups, and turn some Potential to have differentiated
great for off. Need to be questions.
recording as part unambiguous
of a practical questions as they
activity. are subjective.
Can be a fun
activity. Can use
multiple choice
answers.
Discussions Less emphasis Not everyone Teacher needs to use different
on writing. Gives may be willing to strategies to engage as motivate all
insight to the participate in the leaners participation. Can ask specific
learners discussion. Need questions to specific learners on
understanding. to use teaching things they will succeed in answering
strategies to and this will promote confidence.
engage everyone.
 Needs a strong
chair to keep the
discussion on the
topic at hand.
Need confident
contributors.
Practical activities Physically Not all learners Activities can be delivered
and /or involves learners will be willing to individually, in pairs or groups to suit
demonstrations and can be done participate and the individual learners.
individually, in others may Physical impairments may hamper
pairs or groups dominate. some learners and adaptations to the
to suit the session may be needed.
individual Suits kinaesthetic learners.
learners.
Suits
kinaesthetic
learners.
Group work Can be practical Not all learners Need to use inclusive teaching
or theoretical will be willing to strategies to engage and encourage
Encourages participate and all to participate. May need to adjust
participation in others may group order or size to encourage this.
the learning and dominate.
participation. May prove
difficult to assess
non contributors.
Presentations Can use ICT skill Requires self- Suits strong ICT skills, oral and visual
and be delivered confidence to learning styles.
individually, in deliver in front of
pairs or groups. an audience. Can
involve a lot of
stress to some
learners.
Essays, Best suited to Need strong Suits higher ability and read/write
assignments and academic academic and learners. Dyslexic learners can access
dissertations subjects. written skills. ICT support. Leaners can use own
Encourages Time consuming time frame to complete the work in.
wider reading to write and
round the mark.
subject and
improves
knowledge and
understanding.
Formal exams Can use open Can be very Can use open and closed or multiple
and closed or stressful for choice questions to suit the
multiple choice learners. Good assessment and learner needs.
questions to suit performance is Suits read/write and higher ability
the assessment dependent on the learners.
and learner day. Does not
needs take into account
illness or lack of
sleep the night
 before etc.
Invigilators
needed and strict
timekeeping.

1.4 Explain how different assessment methods can be adapted to meet individual learning needs.

It is important that teachers are aware of when assessment methods may need to be reviewed or
adapted to suit individual learning needs. As part of the initial assessment these needs should have
been identified and then monitored through on going assessment. Once a teacher recognises that a
learner may benefit from a different method of assessment in order to have the best chance of
achieving success they should liaise with other people, who are involved in the assessment process
to check what they can and can’t adapt. These people may be internal to the organisation or
external and should be approached for support. Consideration should always be given to equality
and diversity. Gravells (2013) p152 advises; “Always check with your organisation regarding what
you can and can’t do as you may need approval to make any adaptations or changes”.

Assessment methods can be adapted to meet individual learning needs in the following ways;

 Assessment materials can be translated for bilingual learners in the language they feel most
comfortable being assessed in especially if they do not speak English as their first language
or Braille or larger written materials provided for the visually impaired.
 Use of sign language for learners with hearing impairment.
 The terrain of the environment may need to be adapted for those with mobility issues.
 Activities can be adapted to suit learning preferences such as more hands on activities for
kinaesthetic learners and more paper based activities for read/write learners.
 Physical impairments can be considered i.e. adopting written assessment methods for
hearing impaired learners if this would suit them better than a discussion or a discussion for
dyslexic leaners who struggle with written records of assessment.
 More time given to those with a recognised impairment such as dyslexia.
 Use a closer location for the assessment if there is one and the leaners is travelling a long
way.
 Keep up to date with new technological advances that may benefit ICT skills for learners.
 Change the time, date or location of the assessment if the learner has strong reasons what
they need the change i.e. for child care or family issues.
 Provide specialist 1:1 support if necessary such as scribes or translators.

2. Understand how to involve learners and others in the assessment process.

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

“Learners should be involved in the assessment process from commencement to completion” states
Gravells (2013) p g170.

It is important for teacher to involve learners in the assessment process in order to;

 Ensure that the learners know what is expected of them during the assessment process and
that they are fully aware of the process.
  To ensure that all their prior knowledge and skills are taken into account before the learning
process begins and is monitored during the process.
 Leaners have the opportunity to inform the teacher of anything which has the potential to
affect their learning, or achievements.
 Allow the learner to take ownership and responsibility for their own learning and the
opportunity to change or adapt it accordingly.
 An opportunity to feedback to teachers if they have any concerns or issues.
 To agree action plans, dates and targets.
 To maintain engagement and motivation for learning.
 Allow learners to reflect and evaluate their own learning at the end of the learning process.

Ways that teachers can involve their learner sin the assessment process include the following
strategies;

 Questioning allows for direct conversation between learners and teachers and the use of
open ended questions prompts further discussion.
 SWOT analysis allows learners to self-assess their own Strengths, Weaknesses, Opportunities
and Threats and adapt accordingly in the learning process.
 Discussions often informal following teacher questioning can help to check on a learner’s
progress and look at ways of helping with achieving success. In a more formal discussion
information may be gathered to help form a formal assessment plan such as an ILP
Individual Learning Plan. These form the basis of the assessment methods in my own role
within Natural Resources Wales.
 In addition to the relationship between the teacher and the learner it may become apparent
that other people need to be involved in the assessment process and Gravells (2013) pg171
gives the example “to inform others of any particular learner requirements to ensure
consistency of support”.
 This ensures assessment is necessary, relevant and effective.

The teacher may need to consult;

 Parents /guardians/ carers / social or probation workers.

 Colleagues/teachers /Course tutor/ support staff including 1:1s to ensure consistency of
approach.
 Internal and external quality assurers to ensure consistent quality.
 Employers and supervisors of the learner is also working in a relevant role.
 Mentors and any other roles that may be relevant to the individual learner.

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

Peer and self-assessment are methods of learners assessing their own work or the work of each
other and is shown to be helpful in the learning process because it helps to develop their own
understanding of the success criteria they need to follow and to take greater responsibility for their
own learning.

Peer assessment can be used within the assessment process by learners;

 Observing others
 Assessing their peers work anonymously if necessary
  Giving oral or written feedback
 Possibly marking each other’s work against the success criteria
 Suggesting how peers can improve their work possibly highlighting strengths and making
suggestions for improvements.

Self-assessment can be used within the assessment process by learners;

 Setting their own personal goals or targets in relation to the success criteria
 Self-evaluating against set learning outcomes
 Keeping journals of learning
 Answering questions to help them identify their own progress
 Comparing their current work with previous work or targets
 Award themselves feedback or grading
 Make suggestions for further improvement to their work.

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

The following information should be made available to both the learner and other parties involved
(discussed in Q2.1) in the assessment process in order to gain a full picture for assessment;

 The course criteria, standards and learning outcomes to identify the expectations and
outcomes.
 On-going assessment records taken throughout the learning process.
 Assessment decisions, progress reports and feedback records.
 Achievement records
 Assessment policy and guidance
 Any awarding body requirement
 The format of the course indicating the start and completion dates, duration of course and
timings of expected assessment.
 Resources and reading lists

The sharing of this information with ‘others’ involved in the learning process needs to be considered
in light of data protection and confidentiality legislation, policies and procedures.

By having access to the complete picture of the course this should help the learner and those
individuals concerned with their learning journey to see the full picture of what the learner has
achieved already and what can be done to help them further succeed.

3. Understand the role and use of constructive feedback in the assessment process.

3.1 Describe key features of constructive feedback.

If a leaners is to be successful on their learning journey they need to know how they are progressing
and this is where a teacher constructive feedback can help to stimulate their self-esteem and
motivate them to improve further. Gravells (2013) pg 175 explains that feedback “should be given in
a constructive way and include specific facts which relate to progress, achievement or otherwise in
order to help your learners develop”.
The main characteristics of constructive feedback are;

 It should be informative and identify to the learners their strengths, weaknesses and further
areas for improvement.
 It should relate directly to the subjects learning criteria.
 It should be encouraging and motivating feedback that the leaner can positively use.
 The timing of the feedback is important ass it should be given as soon as possible.
 It should be respectful, clear and honest.
 It should start and end with a positive comment.

Praise and encouragement should be given but not just in an evaluative sense such as “Well done”
instead it needs to explain what they did well or what they need to improve on. Teachers should
make sure they know the name of the learner so they can give personal feedback and use
appropriate wording and body language. The best constructive feedback is the two way variety so
that the leaners can ask questions in order to check they understand the feedback for it to be
effective.

Constructive feedback should be given by way of the “praise sandwich” whereby the teacher tells
the learner what they have down well first, then any areas needing improvement and sandwiching
this with another positive comment to end with a motivating statement. Gravells (2013) pg 176.

3.2 Explain how constructive feedback contributes to the assessment process.

By providing constructive feedback, teachers are helping their learners understand what they have
actually learned and achieved and they can get a detailed picture of how they are progressing and
what areas they need to improve on going forward. It should provide the leaner with guidance
throughout the learning journey and motivate them to develop their learning in the short term and
in the long term with future learning aspirations. Constructive feedback contributes to the
assessment process because it focuses on the learner’s progress and achievements rather than any
failures or underachievement. It gives opportunities s for a two way process of communication and
discussion further clarifying for eh learner of any assessment decisions or developments. It can
inform them of areas in which they may need further support or guidance and thereby allows for
target setting which may motivate them or break their learning down into manageable chunks.

3.3 Explain ways to give constructive feedback to learners.

Constructive feedback is meaningful to the learner and motivating and often takes the praise
sandwich approach Gravells(2013 pg 175. This approach offers a positive statement, a room for
improvement statement and finishing with another positive statement. By giving descriptive rather
than evaluative feedback the teacher can accurately describe what the leaner has achieved and
highlight their strengths and areas for improvement and fully explain how they can progress their
learning further. Evaluative feedback focusing purely on the grades without explanation of what they
have achieved is not helpful to understanding how they have got there and where they can go from
here.

These are some of the other ways constructive feedback can be delivered to the learner;
Formally - through the use of written feedback paying close attention to ensure the wording cannot
be misconstrued. Opportunities to discuss the feedback in a two way process should hopefully iron
out any miscommunications.

Informally - through the use of verbal feedback but with direct opportunity for the leaners to
question the feedback ascertain how they have done.

Directly – by giving feedback to an individual learners clearly stating their achievement and areas for
further improvement.

Indirectly – by giving feedback in a group context but the teacher ensuring that specific feedback is
given to each individual within the group.

4. Understand requirements for keeping records of assessment in education and training.

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

If the assessment of learning is to be meaningful it must be recorded formally.

“Records must be maintained, not only to support the teaching, learning and assessment process,
but to provide an audit trail and supply information to others” explains Gravells (2013) pg 13.

Assessments of learning are usually set by the qualification awarding body or by the processes in
place by the setting whether it is a school or college. Record keeping is usually required for audits by
the Internal Quality Assurer and/or External Quality Assurer for maintaining and assessing standards
across cluster groups of schools or for use during inspections.

The sorts of records of assessment which need to be kept in education and training include;

 Individual learning plans and action plans.

 Individual targets and achievement dates.
 Assessment plans.
 Observation checklists and records.
 Feedback and discussion records.
 Tracking sheets and progress records.
 Exam or test results and grading.

The records need to be kept in order to;

 Provide an audit trail of the learner’s progress.

 Enable learners and others involved in their learning access to their assessment information.
 Monitor learning progression.
 Comply with the awarding bodies’ assessment requirement.
 Provide evidence in situations of appeal or dispute against a decision or grade given.
 Maintaining standardisation or quality assurance purposes.
 Give information for future inspections or audits.
4.2 Summarise the requirement for keeping records of assessment in an organisation.

All organisations have their own requirement for keeping records of assessment and they usually
relate to quality assurance and audit trails of the external awarding body. An organisation has to be
able to show that it is meeting strict assessment standards in order to keep its reputation and the
credibility of the qualification. They may request records are kept for the following reasons;

 To provide information for inspectors from Estyn (Wales) or Ofsted (England)

 To ensure all the criteria expected by the awarding body have been met.
 To provide External Quality Assurers with any requested information.
 Responding to Targets set by funders or sponsors.

The organisation may have its own requirements for keeping records of assessment which include;

 Providing information for internal audits, governors or board members and quality
assurance purposes.
 Providing information for monitoring and evaluation purposes.
 Observing time limits for holding information.
 Adherence to organisational policies and procedures such as Equality, Diversity, Inclusion,
Wellbeing, Health and Safety, Safeguarding for children and vulnerable adults, DBS checks,
Risk assessment, Security, ICT acceptable use, Standards and behaviours expect of staff
members etc.

The organisation must adhere to the following legislation around the keeping of records of
assessment;

Data Protection Act (1998) –the legal obligations surrounding the obtaining, storing and disclosure
of personal data or information are set out in this Act and it was amended in 2003 to include
electronic data.

Freedom of Information Act (2000) – this Act provides members of the public with the right to
request access to information held by public bodies.

Children Act (2004) – this Act provides the legal basis for how agencies such as social services deal
with issues relating to children and underpins the Every Child Matters: Change for Children
programme.

Equality Act (2010) – this Act protects people from discrimination. There are 9 characteristics against
which it is illegal to discriminate.

Welsh Language Act (1993) this Act stipulates that Welsh and English are on an equal footing in
Wales.

Safeguarding Vulnerable Groups Act (2006) – This legislation provides the legal framework for a
vetting and barring scheme to ensure those working with children or vulnerable adults are DBS
checked for past criminal records.
Health and Safety at Work Act (1974) - This Act places obligations on all staff within and
organisation to consider the health and safety of others. Risk assessments, near miss and accidents
forms and records all need to be kept in case of claims against the organisation and to improve
future health and safety practises.

Organisations must ensure that records of assessment are filed in an organised and appropriate
manner in accordance with the above legislation. The records contain personal data and all
information covered by the Data Protection Act must be filed safely.

Bibliography

Gravells, A, (2013), The Award in Education and Training London,, Learning Matters Sage
Publications; London

Gravells, A, 2013, Passing Assessments for the Award in Teaching and Learning, Learning Matters
Sage Publications; London