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Understanding The Principles And Practices Of Assessment

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Assessment in Learning And Development

3179 Downloads 15 Pages 3730 Words

Introduction

Increasing learners understanding by providing them appropriate knowledge and information helps them in learning and developing. Assessor plays a crucial role in keeping close monitoring over their student’s and maintaining their learning as well as growth (Lawless and Heymann, 2010). In this regards, the present study is taken into consideration which covers all the principles and practices of assessment.

Further, this study gives brief analysis about the methods appropriate to the assessment of knowledge and understanding. In addition to this, this report gives appropriate justification about the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. It gives effective information about the importance of involving the learner and others in the assessment process.

TASK 1

1.1 Function of Assessment in Learning And Development

There are different functions of assessment within learning and development which clearly provides a measurement for the student progress. One of the most important purposes is to measure the learners understanding of the subject against the expected outcomes set by the criteria (Janicak, Marder and Pavuluri, 2010). In order to assess the learning and development one of the best ways are creating different quizzes on socrative.com. It is the best function through which formative evidence of learners understanding can be attained.

Another most appropriate function for the assessment of learner’s development is using formative or summative assessment. As per the viewpoint of assessor it is being determined that it is highly essential to ensure that assessment decisions are consistently reviewed and verified internally and externally both. It is required by assessor to introduce themselves to the learner and make them sure that they understand what course is. They usually support them by explaining all the units to the learners and support them in selecting right and suitable units (Darnhofer, Lindenthal and Zollitsch, 2010). Measurement and recording of achievement helps in identify the learner’s development as well as his/her area of interest.

With the help of setting targets for individuals as well as implementing benchmarking technique appropriate learners performance can be assessed. It helps in identifying all the areas of improvements and making quality assurance as well. Setting target covers the setting dates and times to meet with the learners. After completing any assessment, assessor requires providing appropriate feedback (Bennett, 2011). However, he needs to encourage individual by giving them constructive feedbacks. With the help of implementing all these functions learners area of growth and development can be easily measured.

1.2 Key Concepts and Principles of Assessment

The major concept behind this assessment is just to check and monitor the progress and development growth of learners. There are some of the key concepts and principles of assessment which includes:

Fairness

Assessment should be related to particular criteria and requires being follow integrity in the whole process (Anastas and Eghbali, 2010). At the time of samples of marking internal and external checks in samples of marking are high required. With the help of this marking only assessor can take any decision regarding the validity of assessment.

Reliability

The assessment decisions are requires to be made by tutor with the correct competence. It is the best effective way which provides appropriate judgment that is informative and forms a professional viewpoint.

Validity

There is a requirement of clear referencing within any assessment criteria. Here, decisions require to be justified with clear statement of examining body (Darling-Hammond, Barron and Tilson, 2015). At the time of assessing it with another tutor he also requires to award the same grade for the stated piece of work.

1.3 Responsibilities of the Assessor

At the time of assessing individual’s learning and growth it is highly essential to maintain the appropriate roles and responsibilities assessor. He is responsible for proper monitoring for the growth of individual. It is highly essential for him to make an informed decision about the evidence a student may submit to demonstrate their knowledge (Walker and Colledge, 2013). However, assessor might leads to face several problems regarding the learning of individual. It is requires to understand that individual is meeting all the assessment criteria. One of the major job responsibilities of assessor is just to provide feedback to learner on the basis of their performance. This feedback clearly illustrates the requirements and needs of individuals. It is the best and most effective way to learn and grow effectively. Through this, their progress can be monitored with their phase of development throughout the qualification (Zoeller, Brown and Vom Saal, 2012).

Developing learners and making them grow effectively with time is becoming serious concern for assessor. For the same, evaluator requires to devise an appropriate assessment action plan which helps the learner to develop them. Through this action plan, they are able to identify all the areas of improvements and easily identify some specific needs where development requires. In order to complete any assessment all the learners must have complete knowledge within that area (Myers, 2011). It ensures the fairness and presents that everyone has affair chance to reach their potential.

1.4 Regulations and Requirements Relevant To Assessment in Own Area of Practice

There are some of the most common regulations and requirements which are essential for the assessment of own area of practice. Here, one of the most common acts is:

The Equality Act 2010 which helps people in protecting from discrimination in the workplace as well as in wider society. This is important for assessor to follow in order to avoid any type of discrimination (Wasson, 2015). All their learners should be provided equal opportunities and delivering them effective information as per their qualification. For the same, assessor needs to avoid any type of assumption about learner stereotypes and plan and deliver required qualification to meet out the needs of wide variety of learners.

In addition to this, another most important regulation is Health and Safety Work Act 1974. It presents the different duties of learners such as an employer requires protecting the health and safety and welfare at work of all their employees as well (Sheldon, Kryger and Gozal, 2014).

Assessor need to use Act’s mandatory guidelines which helps them in protecting the personal data they hold about the learners as well. All the information needs to be processed lawfully and used only for the lawful purposes. Total assessment information should be processed according to the individual rights and kept secure with the admin (Thomas and Thomas, 2014). Moreover, the training centre of assessor must comply with the eight data protection act i.e.

  • Fairly and lawfully processed
  • Processed for specific purpose
  • Adequate and not excessive
  • Accurate and up to date
  • Secure
  • Not transferred to other countries without any type of adequate protection
  • Do not kept for longer time period than is necessary
  • Keeping protected all the rights of individual

By following all the above legislations fair and lawful information can be provided to all the learners (Halperin, Brady and Perez, 2013). This in turn helps the organization in increasing their skills as well as productivity of their respective workforce.

TASK 2

2.1 Comparison Of The Strengths And Limitations Of a Range Of Assessment Methods With Reference To The Needs Of Individual Learners

Observation

With the help of this technique assessor can view the student’s communication and professional team-skills. With the help of this technique learners problems can be specify any watching them perform the necessary skills (Astin, 2012). Here the major strengths of these techniques are:

  • It enables skills to be seen live
  • The method is reliable since evidence has been seen
  • It helps in enabling mistakes and easily spot any type of mistake made by learner

Some of the most common associated with the same are as follows

  • Assessor might not be objectives with decisions
  • No permanent records will be kept
  • In order to suit all the learners timings has to be changed

Another most effective technique is a question which can be defined as a quick ways to check on learning and ensure that whether learner is engaged with the same or not (Chestnut, Wong and Mhyre, 2014). Major strengths associated with this technique are as follows:

  • It may include short essay style of questions which is easily understandable
  • Some learners specifically tends to prefer this style of learning
  • It easily promotes and challenge the learner

TASK 3

3.1 Key Factors To Consider When Planning Assessment

At the time of planning for an assessment, some of the most important factors which needs to take into consideration such as:

Addressing student, employer and business needs: It is regarded as a most important factor which needs to be considered while planning for any assessment. Assessor must have appropriate information about the needs and demands of the students so that they can provide them appropriate training (Hair, Sarstedt and Ringle, 2012). After addressing the issues of individual and seen their basic level individual’s growth and development can be assessed.

Is the candidate ready: It is another most important factor which needs to be considering at the time of planning assessment. It determines that learner must have had sufficient time for leading up the actual assessment. It is highly important to identify that whether candidate is ready or not (Lawrence, 2013). In provides an appropriate chance to get the intrude and guide a learner with feedback.

Identification of prior learning: It is also important to recognize the prior learning of learner. It helps in determining the understanding of learners with the help of various methods and activities such as observation in performance (Sheldon, Kryger and Gozal, 2014). By this assessor can create assignment and training sessions on the basis of learner needs.

Convenience for theworkplace: It is highly essential to plan the assessment in order to utilize all the available resources (Hayes and Kruger, 2014). It helps in ensure that it does not interfere with any other course plan.

3.2 Benefits of Using a Holistic Approach To Assessment

Holistic approach provides learner with a multifaceted assessment that helps them in moving towards their approaches. However, there are various benefits of using holistic approaches such as:

Leaners are able to break all their unit assessment into the smaller tasks. It provides them better and appropriate guidance as well. Through this, a fair representation can cover which is being added to the presentable and fair way (DuBois and Miley, 2013). Through this, it can be determine that, a final mark of student can be assessed. This technique is much cost and time effective by which individual can easily learn more and grow with the changing needs.

In addition to this, with the help of using this approach students can take easily take guidance with assessor which and divide their tasks into sub tasks. It is quite motivational for students as they assessor clearly promotes the responsibility of learner (Bishop, Fody and Schoeff, 2013). By the way of using this approach, it is highly motivational for learners as it promotes their responsibility and learner involvement as well. It also helps the learner to link their practices with knowledge and performance base assessment opportunities. With the help of this, they are able to demonstrate theory before applying it to the practical tasks.

3.3 How To Plan a Holistic Approach To Assessment

In order to plan a holistic approach it is highly essential to go through the proper examining the reference point. It helps in constructing an assignment that clearly meets out the requirements. At this time, assessor finds out what they would like to do and started shaping different ways to learners (Newman and Jennings, 2012). It is the best way to achieve the outcomes with the help of project based evidence. At the time of planning holistic assessment learner can easily attain several opportunities and flourish their project.

An individual can attain best holistic grade by including a range of assessment tasks from observation as well as essay. Student’s needs and preferences are required to be taken into consideration. It is the most suitable way which helps in developing and planning the best assessment process (Wiliam, Lee and Black, 2010). Holistic approach is the most suitable and useful as it helps in gathering lots of evidence at each stage.

3.4 Types Of Risks That May Be Involved in Assessment in Own Area of Responsibility

By the way of going through the own area of responsibility it is being identified that there are various risks which might face by learner such as: Appropriate opportunities for assessment, practical risks, equality and diversity, data protection, student based risks etc. It is highly essential to follow all the legislations in order to maintain authenticity and fairness at the workplace (Swaiman, Ashwal and Schor, 2011). However, assessor might leads to create any type of diversity among the entire student. In case of not providing equal opportunity several problems might leads to face by learner such as organization culture as well as other practical risks. Culture can be destroyed due to the biasness and other type of fairness risks. In this context, it can be determine that, own area of responsibility requires to be assessed by the way of maintaining equality at the workplace (Carless and et.al., 2011). Health and safety is regarded as major a risk which requires protecting the health and safety and welfare at work.

3.5 How To Minimise Risks Through The Planning Process

In order to minimise the risks through the planning process it is required by assessor to set clear criteria so that people can identify and address the specific requirements. It leads to minimise the chances of misinterpretation and helps them in maintaining standardization of planning. By negotiating with students their problems can be easily resolved and motivation level towards the work can be enhanced (Bolliger, Seeberger and Tanaka, 2012). Health and safety risk can also be minimised by the way of safeguarding the students. For the same, there are various practices related to the health and safety of students can be measured. In this regards, it can be determines that by the way of adopting appropriate range of assessment methods appropriate risks can be effectively minimised (Moriarty, Mitchell and Spence-Stone, 2014).

TASK 4

4.1 To judge Whether Evidence is Sufficient, Authentic and Current

In order to judge and check that available evidences are sufficient, authentic and current few points are required to consider which are defined below as:

Relevancy

The available evidences can be judged by focusing on this point which defines that available evidences are relevant or not (Whitmore, 2010). It is essentially required in assessment process that used evidences should be relevant to topic. If the used evidences are not matched with topic, they are not relevant or appropriate to topic which was used in assessment process. Further, constraints of evidences could be checked.

Realistic

The next point which also required to be focused is realistic. The realistic evidence encourages the learner to grab the things and information in fast manner.

Time Frame

In order to judge the evidences, their completion time frame could be used as judgement criteria (Zoeller, Brown and Vom Saal, 2012). It could be judged that specific evidence is completed on requires time constraint or not.

Cross Reference

The references of research papers and study could be checked that they are matching with evidences or not. This process is known as cross reference.

In this context, evidences could also be judged that they are compatible and credible with learning programs or not.

4.2 To ensure that assessment decisions are: made against specified criteria, valid, reliable or fair

There are few ways are present which can ensure that assessment decisions are made against valid, specified, reliable and fair criteria (Sheldon, Kryger and Gozal, 2014). In this, few ways are defined below which are as follows:

  • Measure and match the used evidences against assessment criteria and standards.
  • Correct and accurate interpretation of assessment criteria and standards.
  • Verification on the basis of reliability.
  • Judgement criteria are based on practical examples and logics.

In assessment process, chances of possibility that individual learner is treated differently.In order to ensure about assessment decisions it could be analyse that used evidences are clearly identified or not (Schulte and Perera, 2012). In this context, there are chances that reliable evidences may be repeated or learning is transferred. In order to ensure about fairness of assessment decisions, it could be evaluate that they are made without any type bias. Further, it is also essential to measure that assessment decisions are complying with organization strategies or not. In order to ensure about decisions, it could be measure that they are complying with learner’s requirements and needs or not (Thomas and Thomas, 2014). In addition, its relation with government’s needs and awarding body could also be used to ensure about the nature of assessment decisions. In addition, the reliability and standards could be confirmed and ensured.

TASK 5

5.1 Importance of Qality Assurance in the Assessment Process

In this context, the importance of quality assurances is described in below terms which are as follows:

  • Fairness to individual learner
  • Upholding credibility of assessment decisions and processes
  • It ensures the consistency
  • It also ensures the reliability of assessment decisions

In learning process, quality assurance is used to offer measurable and clear standards and criteria for both learners and assessors (McNiff, 2013). In this context, the term quality assurance is a process of guaranteeing the quality of assessment evidences, processes and decisions. For quality assurance, quality indicators are measured to match the quality standards of assessment process and decisions.

In order to ensure about assessment approaches like it is fair or transparent, quality assurance process is used. As a part of an on-going continuing professional development for assessor, quality assurance should be used as a reflective tool because it will help to improve the quality of assessment criteria and standards (Zoeller, Brown and Vom Saal, 2012). The quality assessment tool could be used to ensure about phases of assessment process, measurement of achievements, preparation planning process and identify the developments needs of learners and others. In this context, benchmarking measurements and summative feedbacks are essentially required to be present in entire projects of assessment process (Halperin, Brady and Perez, 2013). It also helps to measure that quality of assessor practice in order to identify their consistency in effective manner.

5.2 Quality Assurance and Standardisation Procedures in Own Area of Practice

Both the terms quality assurance and procedure standardization plays and important role in the assessment process because it improves the quality of decisions and processes which are used by assessors. In respect to assessor, two areas are very important such as vocational subject and lifelong learning. In this context, it is essentially required that learning practices of assessor meet the standard of quality assurance in effective way. It is essentially required that assessment process complies with the policies and procedures of organization (Lantolf, Thorne and Poehner, 2015). In respect to my area of practice, I will measure by quality standards at timely manner.

Further, I will take the feedbacks from my senior person about the quality of my practices, decisions and process (Zoeller, Brown and Vom Saal, 2012). In order to check the quality, I will identify that any type of plagiarism is present or not. In case, plagiarism is present then I will correct it does that same mistake does not happen in the future. In addition, I will comply my work with quality measurement indicators, to ensure about quality assessment. For the quality assurance, I will maintain the record related to quality of my practices and work which will describe the standard growth level in both learning and performance (Feldman and Orlikowski, 2011). In this context, I will also use the self-assessment method to evaluate the strengths, weaknesses, opportunities and threats. The self-assessment method will help me to ensure about my working quality and performance.

Conclusion

From the above whole study it has been concluded that in order to enhance the knowledge of individual it is highly essential to go through the proper assessment process. In this, assessor needs to maintain the effective learning and development process for all their students so that they can learn and grow. Moreover, it has been articulated that there are several risks faced by assessor such as health and safety, data protection, equality, diversity etc. which requires to be maintain by following all the legislations. Further, holistic approach has been considered as a most effective approach through which students can be motivated.

References

  • Anastas, P. and Eghbali, N., 2010. Green chemistry: principles and practice. Chemical Society Reviews.
  • Astin, A. W., 2012. Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Rowman & Littlefield Publishers.
  • Bennett, J. E., Dolin, R. and Blaser, M. J., 2014. Principles and practice of infectious diseases. Elsevier Health Sciences.
  • Bennett, R. E., 2011. Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice.
  • Bishop, M. L., Fody, E. P. and Schoeff, L. E., 2013. Clinical Chemistry: Principles, Techniques, and Correlations. Lippincott Williams & Wilkins.
  • Bolliger, D., Seeberger, M. D. and Tanaka, K. A., 2012. Principles and practice of thromboelastography in clinical coagulation management and transfusion practice. Transfusion medicine reviews.
  • Brown-Chidsey, R. and Steege, M. W., 2011. Response to intervention: Principles and strategies for effective practice. Guilford Press.
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