Teaching Assessment Essay

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I will analyse assessments and their purpose in enabling. I will use my own teaching practice to demonstrate where assessment has/has not aided or encouraged learning.
Assessment theories are based on knowledge (cognitive domain), skills (psychomotor domain) and attitudes (affective domain). Assessments differ from exams/tests, where results are graded or given a score. Assessments gauge learning that has taken place up to the point of administration and should have specific outcomes. This can then be evaluated to enhance/change a course if needed. Assessments should include informative feedback/feed forward between the learner and the teacher. John Hattie suggests that feedback should be focused, specific and clear. J.Hattie (2012).
Assessment …show more content…

It should assess attributes/knowledge that the learner should be developing and have sufficient predictive ability to establish how well the learner will progress.
Fairness - allows for all students to do equally well, regardless of gender or backgrounds. Producing reliable and valid assessment sets an even field for all learners on a course.
A host of methods are available for assessment, as Rowntree suggests that we may run into problems if we only use one method of assessment. Rowntree (1987). What needs to be assessed will determine the type of assessment used, for example, observation might be used for a practical task with peer/teacher feedback or questions and answers. Here the teacher can make a judgement on cognitive ability perhaps. As Tummons says “Practice and a supportive peer group will help”. Tummons, (2011)
Assessment methods used are subject to VACSRF – Valid, Authentic, Current, Sufficient, Reliable and Fair.
Validity; covers what has been studied in the course up the point it is administered and it sets out to check specifically the learners knowledge and …show more content…

This was to be peer assessed as it created more opportunity for learning from each other. They were shown the correct method for addressing an envelope on the interactive white board (IWB). Students then took turns to correct mistakes on the IWB. They were then given examples to correct on a worksheet. Group work was allowed as I wanted them to draw from their own experiences of letters they may have received at home. They then had to ask each other for a partner’s address, record it correctly and have it checked by a peer. This promoted learner involvement and allowed for correction of mistakes by their peers rather than me the teacher. It was an empowering exercise that built confidence and motivated the learners as some wanted another try to get it right. This activity assessed the correct way to address an envelope. I chose the blank envelope as it represented realistic imagery. It worked well as all the learners would have had mail at home from the college if nowhere else. I deemed it inclusive for this reason. As this was peer assessed my observation of each group verified that the addresses were correctly written. Another way I might have assessed this was for the learner to pick out the relevant information from a text and assemble it correctly to address an

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