Assessment Strategies in Teaching Practice

An assessment is to judge or decide the quantity, value, or importance of something (Cambridge Dictionaries online 2010). When applied to teaching, assessment is a process of finding out if learning has taken place in order for learners to progress and/or gain a qualification (Gravells 2008). The purpose of this assignment is to explore the use of formal and informal assessment strategies in teaching practice. A range of theories linked to formal and informal assessment will be discussed with reflection on my practice. My current practice involves carrying out both formal and informal assessment of student nurses during placement in the Emergency Department. The significance of validity and reliability within these assessment strategies will be covered. Also to be discussed is the importance of equality and diversity issues within assessment and how these issues can be addressed.

There are many ways in which informal assessment can be used in learning and evaluation.   These include questioning, observation, group work, demonstration, and tutorials (Valencia 1997). In my practice the principal method is that of questioning of student nurses knowledge and understanding and direct observation of their skills. Informal assessments can be tailored to meet individual needs. Peer- and self-assessment are also valued informal assessment strategies and many teachers wish that the students were more involved in carrying out assessment (Race and Pickford 2007). Gravells (2008) suggests that peer-assessment is useful in group work activities and presentations as often learners respond more to their peers’ feedback than that of the teachers. Self-assessment and reflection can allow students to identify their learning needs, however this can only be possible if the student is clear about the targets they are meant to achieve (Black and William 1998). Assessing yourself against your own previous performance is known as ‘Ipsative assessment’ (Atherton 2009). Norcini (2003)...