Principle, Theories and Their Practical Application in Assessment
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Principle, theories and their practical application in assessment
Introduction
The purpose of this report is to detail and justify the approach taken with an assessment strategy for a non accredited Introduction to Computers course The approach has included identifying the characteristics of the individual learners (for example, age, sex, disabilities), the requirements of Wexford City council together with reference to, and analysis of, relevant learning styles, learning theories and assessment theories. The results guided the development of an assessment strategy (including method) that best suited the group profile, their learning styles, the expected objectives (outcomes) of the course whilst adhering to the principles guiding the undertaking of assessments.
What is assessment?
According to Corder (2002) assessment is about checking learner progress and achievements (what learning has taken place), and applies to all courses irrespective of whether it will lead to a qualification. Given the nature of the Cadishead course the purpose of the assessment was to provide information to the learner and the teacher on progress towards achieving course learning objectives and each learner’s personal objectives. The results allowed teaching and learning strategies to be adjusted as the course progressed to enable weaknesses (or gaps in skill levels) to be worked on and strengths to be further developed; therefore, it is what authors like Gravells (2007) refer to as assessment for learning. Assessment is therefore, not a one-off but should be integral to every session (formative) and would include a variety of methods, especially verbal questioning as well as regular written or online practical exercises. Conversely for an IT qualification like the European Computer
Driving Licence (ECDL) there would also be a formal end of course (or summative) examination.
Relevant group and individual characteristics
According to Gravells (2007) it is important to...
Introduction
The purpose of this report is to detail and justify the approach taken with an assessment strategy for a non accredited Introduction to Computers course The approach has included identifying the characteristics of the individual learners (for example, age, sex, disabilities), the requirements of Wexford City council together with reference to, and analysis of, relevant learning styles, learning theories and assessment theories. The results guided the development of an assessment strategy (including method) that best suited the group profile, their learning styles, the expected objectives (outcomes) of the course whilst adhering to the principles guiding the undertaking of assessments.
What is assessment?
According to Corder (2002) assessment is about checking learner progress and achievements (what learning has taken place), and applies to all courses irrespective of whether it will lead to a qualification. Given the nature of the Cadishead course the purpose of the assessment was to provide information to the learner and the teacher on progress towards achieving course learning objectives and each learner’s personal objectives. The results allowed teaching and learning strategies to be adjusted as the course progressed to enable weaknesses (or gaps in skill levels) to be worked on and strengths to be further developed; therefore, it is what authors like Gravells (2007) refer to as assessment for learning. Assessment is therefore, not a one-off but should be integral to every session (formative) and would include a variety of methods, especially verbal questioning as well as regular written or online practical exercises. Conversely for an IT qualification like the European Computer
Driving Licence (ECDL) there would also be a formal end of course (or summative) examination.
Relevant group and individual characteristics
According to Gravells (2007) it is important to...