Dttls Unit 3
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Diploma in Teaching in the Lifelong Learning Centre (DTLLS)
Assignment – Unit 3 Enabling Learning and Assessment
Function of Assessment
Assessment carried out correctly can have multiple functions: It can be used to allow us to establish how much learning has occurred, to evaluate how effective a learning program has been, to identify students requirements, to allow selective processes to take place, to motivate the learners or to provide the learner with vocational or academic certification.
Purpose of Assessment
Scales (2008) state’s that there are five “purposes” of assessment; initial, diagnostic, formative, summative and ipsative. Initial assessment can be used to assess pre-course suitability or at the start of a course as a tool to see what stage the learners are at. This utility blurs the concept of initial assessment into diagnostic assessment; at any point during the learning assessment can be carried out to examine the performance of the learners. Tummons(2007) does not appear to differentiate between the two.
Formative and summative assessment are best described by scales (2008); formative is “assessment for learning” whilst summative is “assessment of learning”. Feedback, although important for all assessment, is the absolute vital component of the formative as without feedback, the assessment is pointless. Summative is the assessment of what learning has taken place and is generally formal. Weeden et al. (2002:19) suggests that “…Summative assessment is a snapshot judgement that records what a [learner] can do at a particular time…” This highlights the temporal and potentially negative aspects of summative assessment due to psychological and environmental factors potentially playing a disproportional role in the learners result. Ipsative is a form of self-diagnostic assessment which allows the learner to compare themselves against peer or set standards to set goals to achieve.
Principals of Assessment
Scales (2008) States...
Assignment – Unit 3 Enabling Learning and Assessment
Function of Assessment
Assessment carried out correctly can have multiple functions: It can be used to allow us to establish how much learning has occurred, to evaluate how effective a learning program has been, to identify students requirements, to allow selective processes to take place, to motivate the learners or to provide the learner with vocational or academic certification.
Purpose of Assessment
Scales (2008) state’s that there are five “purposes” of assessment; initial, diagnostic, formative, summative and ipsative. Initial assessment can be used to assess pre-course suitability or at the start of a course as a tool to see what stage the learners are at. This utility blurs the concept of initial assessment into diagnostic assessment; at any point during the learning assessment can be carried out to examine the performance of the learners. Tummons(2007) does not appear to differentiate between the two.
Formative and summative assessment are best described by scales (2008); formative is “assessment for learning” whilst summative is “assessment of learning”. Feedback, although important for all assessment, is the absolute vital component of the formative as without feedback, the assessment is pointless. Summative is the assessment of what learning has taken place and is generally formal. Weeden et al. (2002:19) suggests that “…Summative assessment is a snapshot judgement that records what a [learner] can do at a particular time…” This highlights the temporal and potentially negative aspects of summative assessment due to psychological and environmental factors potentially playing a disproportional role in the learners result. Ipsative is a form of self-diagnostic assessment which allows the learner to compare themselves against peer or set standards to set goals to achieve.
Principals of Assessment
Scales (2008) States...