Design and Evaluate Assessment Activities
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- Date Submitted: 09/21/2010 12:29 PM
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Design and evaluate assessment activities
The use of formative assessments plays a crucial role within the education process. It determines much of the work students undertake, effects their approach to learning and it can be an indication of which aspects of the course are valued most highly. Taking this into account I had to look at a credible assessment that would fit into the basic skills syllabus and also carry functional skills capabilities. Petty (2004:p450) states formative assessment is informative feedback to learners while they are still learning the topic. But to be truly formative this information must be used by the learner to improve. Taking this into account I felt I had to create an assessment that would continue to assess the learners current skills, have a functional element that they could knowing relate to and show that using this formative assessment would show progression.
Working with five male adults, held within HMP Birmingham brought its own problems and concerns. I was not able to use the full range of learning materials and ICT as access was very limited. All learners had less than six months left on their sentence and due to the restrictions it was important I blended current knowledge with a formal and informal assessment that would be “fit for purpose.” and be part of their current learner programme.
It was important to complete the assessment as an intrinsic part of the learning process but embedded enough to make it formative. It was therefore seen as a vital part of the design of my assessment. I had to decide on the attended learning outcomes, what underpinning knowledge & understanding will the learner have to complete the assessment tasks and how to devise the assessment (due to the environment I was teaching within.)
In the early stages of the planning of the assessment it was important I understood the relevance and transferability of the tasks I was going to create. I understood that not all individuals...
The use of formative assessments plays a crucial role within the education process. It determines much of the work students undertake, effects their approach to learning and it can be an indication of which aspects of the course are valued most highly. Taking this into account I had to look at a credible assessment that would fit into the basic skills syllabus and also carry functional skills capabilities. Petty (2004:p450) states formative assessment is informative feedback to learners while they are still learning the topic. But to be truly formative this information must be used by the learner to improve. Taking this into account I felt I had to create an assessment that would continue to assess the learners current skills, have a functional element that they could knowing relate to and show that using this formative assessment would show progression.
Working with five male adults, held within HMP Birmingham brought its own problems and concerns. I was not able to use the full range of learning materials and ICT as access was very limited. All learners had less than six months left on their sentence and due to the restrictions it was important I blended current knowledge with a formal and informal assessment that would be “fit for purpose.” and be part of their current learner programme.
It was important to complete the assessment as an intrinsic part of the learning process but embedded enough to make it formative. It was therefore seen as a vital part of the design of my assessment. I had to decide on the attended learning outcomes, what underpinning knowledge & understanding will the learner have to complete the assessment tasks and how to devise the assessment (due to the environment I was teaching within.)
In the early stages of the planning of the assessment it was important I understood the relevance and transferability of the tasks I was going to create. I understood that not all individuals...