Effective Assessment Process Planning

Introduction

This assignment mainly will focus on the detailed understanding about the practices and principles involved in assessment process. Further the writing will focus on the main principles and requirements of assessment process and also different types of it and how to plan those. The assignment here also highlights the involvement of learners and assessors and how they can make different kinds of decisive actions regarding the quality of the assessment process. Here in this assignment a detailed knowledge about the legal practices for managing the information gathered to perform the assessment is also given below. Disputes are common in all those situations where there are two parties working and agreed and such disputes can be removed with few of measures which are discussed here along with the positive and negative sides of it.

LO 1. Understand the Principles and Requirements of Assessment

1.1 Explain the functions of assessment in learning and development

The main function of an assessment in context of learning and development is primarily as a measurable barometer for the progress of students. An assessment is carried out with the motive of helping the learners understand their assessments and follow their developments through either a formative or summative activities which allows the learner or assessor for giving any valuable feedbacks when it’s appropriate. Andrade and Brookhart (2020) stated that the primary purpose of assessment is to measure the understanding of learners about the subject against the anticipated outcomes which is set by the criteria.

1.2 Define the key concepts and principles of assessment

The four main key concepts of assessment principles are-

Reliability- The decisions of assessment is a must by the assessor with full disciplined competence to ensure that a judgement as informed by the professional perspective.

Fairness- The assessment must be objective in nature and tied as per the criteria as stated by the examining body.

Safety- Assessments must be suitable according to the needs of the candidate.

Validity- The decisions of an assessment needs to be clear and justified referencing of the assessment criteria as discussed by the examining body.

Explain the responsibilities of the assessor

The major primary role of an assessor is assessing the candidate’s performance relating to the knowledge acquired in a range of activities and also to ensure the competences of that demonstrated knowledge which needed to meet the required learning standards and objectives. Farrell (2017) disclosed that an assessor needs to have an occupational expertise in those areas which needs to be assessed.

Identify the regulations and requirements relevant to assessment in own area of practice

The requirements and regulations which are relevant to the assessment in areas of practice are such as:

It should be precise and updated

It needs to be secured

It needs to be lawful and equitable procedures

Regulation practices must be treated only for the restricted purpose of procedures

It needs to be pertinent, adequate and not excessive in nature

These regulations should protect the hold of personal data or processes

LO 2. Understand Different Types of Assessment Method

2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners

The comparison between the limitations and strengths of the assessment range can be disclosed as follows:

Work Product

This is a useful way of assessing the end of any project in the form of a summative grade. This provides a learner with a work how to take forward being an exemplar of their skills to establishments along with the employers providing a concept of an industry context aiming to an assignment which makes the assignment more tangible and realistic. Deeley (2018) suggested that as a limitation the end product of this can be difficult to have an assess accompanying the pre-production of the portfolio which is often needed to be contextualise and evident individual learner contribution during the process.

Simulation

This provides knowledge about invaluable practices of a work place situation where the learner will need to be in a safe and patient environment before progressing towards the real work place scenarios. The primary drawback is that here the learners have limited and inauthentic experiences of the full realistic situation where the training given is to not take any situation seriously.

Projects

The beginning, middle part and end structure of an assessment project provides a clear scenario of the stages for any formative feedback and reflection and also provides a chance to develop the team work skills (tandfonline.com 2020). A project gives greater ways in both vocational and professional context of the assessment allowing the learner to gain a good work experience in their respective fields. One major limitation is that it doesn’t recognise the learner’s prior occupational performances for differentiating tasks and ensuring that every learner is engaged in the stages of the project.

Observation

It allows the students to communicate and view the professional team work skills and record those authentic evidences for demonstration to the students for understandability either physically or verbally. Mann and Walsh (2017) advised that the nature of observation is time consuming which is a key drawback also the subsequent need to link the observations with the witness testimonial evidences.

LO 3. Understand how to plan assessment

3.1 Summarise key factors to consider when planning assessment

The key factors which must be considered are like-

The first thing to consider is that whether the candidate is ready for the assessment planning or even he/she is capable of panning that or not

Recognising the prior learning capabilities of candidate which is utilisable and understandable or not is a must to consider

The suitable timing to assess the assessment planning is a must which shows if there is any opportunity for improving or not

Another thing to consider is the convenient workplace for the leaners for the assessment planning process

3.2 Evaluate the benefits of using a holistic approach to assessment

The benefits of using a holistic approach for assessment are such as –

It provides the learners a multifaceted assessment which is designed for taking a more textured and nuanced approach for their progress Gathering information from various sources the assessor can then sum them all for the overall performance to be done holistically within a single grade or number One of the major benefit of holistic approach is that is provides such a grade that reflects the ability of learners to take smaller tasks fairly of the assessment process

3.3 Explain how to plan a holistic approach to assessment

For organizing a comprehensive approach examination of the assessment is necessary in order to supply the learner with a proper project and help them shape their way of learning and achieve their result accordingly (sciencedirect.com 2020). For starting the planning of a holistic approach first thing needed is to examine the body criteria from the website sources as a reference point which will help in constructing the assessment outcomes.

3.4 Summarise the types of risks that may be involved in assessment in own area of responsibility

The risks involved in the assessment responsibilities can be like-

The different types of information gathered from various sources are not evident to be true all the time so there stays a risk of assessing a project based on wrong evidences The assessment procedure where performed, that place should be set up accurately like proper cables and wires, proper desks and etc. (sciencedirect.com 2021) A failure in the assessment setup leads to a demotivated impression on the learners

3.5 Explain how to minimise risks through the planning process

The best ways to minimise the risks are –

Putting the correct and proper effort while planning the risk management Involvement of clients in to the risk identification is necessary Working with the teams to focus on identifying the potential risks can also be done Plans can be prepared to either mitigate or avoid the risks which may or may not come Regular checking of the risk status is the most important thing to minimise the risks

LO 4. Understand how to involve learners and others in assessment

4.1 Explain the importance of involving the learner and others in the assessment process

The importance of a learner’s involvement in the assessment process can be in the form of either a formal or informal assessment. It can be explained as a way to help the assessors to manage their learning and hold the ownership of their knowledge. According to Mann and Walsh (2017), the importance of assessment procedures is to make the learners think about the things which are ahead for achieving and are previously planned by them.

4.2 Summarise types of information that should be made available to learners and others involved in the assessment process

All the types of information which is needed to be made available to the learners or assessors involves assessment plans with feedbacks data and records, resources from all sources whether textbooks, websites, useful journals or any other sources (McLachlan et al. 2018). Along with these the information can be provided from various achievement records or previous set standards, case studies, discussions, peer assessments, group works, observations and many other source of information are available there. Farrell (2017) disclosed some other essential sources can be practical activities, presentations also which helps learners in their assessment work.

4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning

Deeley (2018) revealed that the effectiveness of self-assessment and peer assessment for promoting learner’s involvement in that particular assessment can be identified only each of the students will assess each other and encourages each other’s interest to take keen involvement and grate responsibilities in the learning process. As an example it can be said that engagement encouraging in the assessment criteria and its reflection among the learners towards their own performance explains the promotion of self-responsibilities among them (sciencedirect.com 2020).

4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners

The methods of an assessment arrangement can be adapted in such a way which will result in fulfilling the requirements of the learner. As suggested by Huda and The (2018), this can be done in a way such as if there is any learner with dyslexia then they can be provided some extra time to complete their assignment. Other than this if any learner is having hearing impairments can have the writing facility instead of discussions for making it easier for them to take part in (sciencedirect.com 2020). The assessment activities can be moulded or modified and then adapted so that every learner can have their learning preferences as suitable for them.

LO 5. Understand how to make assessment decisions

5.1 Explain how to judge whether evidence is:

Sufficient- The sufficiency of an assessment can be judged by comparing the previous merit or pass or distinction works. Zerfass and Viertmann (2017) suggested that the current assessment can be proved sufficient only if there are chances of improvement comparing with the previous one.

Authentic- The authenticity can be checked by using the software which compares every project with another one and tells whether that is copied or not and ensures all the learners’ work to be verified by their own selves prior to the submission. It is kind of crucial for the new learners to use the methods taught to them in reality to prevent from copying and prepare a best assessment by them.

Current- A work is either current or not can bra adjudged at the time of submission with the competences included within the subject area. If it is unable to ascertain the suitability, relevance and currency of that particular work then it must be advised to recheck the proceedings and decisions regarding the assessment (sciencedirect.com 2020).

5.2 Explain how to ensure that assessment decisions are:

Made against specified criteria- It can be ensured by assessing regular meetings and internally verifying the decisions made by the assessor with reference to test that whether the assessment specifications throughout the assessment decisions are presently consistent or not (tandfonline.com 2020).

Reliable - The reliability can be tested by assessing similar methods to test whether the assessor has accurately measured the learner performance using appropriate methods as agreed within the assessment or not. Andrade and Brookhart (2020) argued that the internal verification process of the validity needs to be suitable with the context.

Valid- The validity is very much important in assessment project and it can be gained by the assessor validity that must work making sure that the same result will occur regardless of the person who is assessing (sciencedirect.com 2020).

Fair- The fairness means equality along with diversity and individual requirements which also needs to be considered to ensure that there a right and accurate decision has been making in the assessment process decisions (sciencedirect.com 2021).

LO 6. Understand quality assurance of the assessment process

6.1 Evaluate the importance of quality assurance in the assessment process

The quality assurance in the assessment process is important as rigorously as is used in education to keep the expectations at an appropriate level and also important to ensure that the clear and measurable standards must be provided to both of the learners and assessors during the assessment procedures. Andrade and Brookhart (2020) stated the quality assurance assessment procedure is a set in the same place which ensures a well organised approach to the assessment which is trans parent and fair towards the learner and providing the assessors will all the necessary guidelines and a best possible practice method to aspire (sciencedirect.com 2020).

6.2 Summarise quality assurance and standardisation procedures in own area of practice

Internal or external quality assurance reviews- The consistency check-up in quality assurance approach or application is a criteria which helps in re-calibrating the focus towards the needed points. Farrell (2017) revealed that as asked to reflect light on the methods of justifying and marking up the assessment decisions in both the external and internal verification process will provide a chance which reviews and reflects the procedures.

Observation of work shadowing or peers- Huda and The (2018) disclosed that it is like watching each other and being able to send or receive the feedbacks in a lesser formal way other than the traditional observing method which can be useful in terms of choosing new tips and learning techniques for managing student works.

6.3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice

It is needed that the procedures are made clear to both the learners and assessors that how they can follow the rules and guidelines if any such disputes may arise concerning the assessments (McLachlan et al. 2018). After that a formal discussion is arranged first of all before any kind of formal appeal to put in place. Sometimes it happens that the learner and assessor are unable to agree to a common agreement where the learner becomes adamant about incorrect work assessment. There rises a chance of a written appeal that allows the learner to argue or appeal their grievances (sciencedirect.com 2021). After solving all such kind of issues the procedures are then started for the assessment work removing the disputes.

LO 7. Understand how to manage information relating to assessment

7.1 Explain the importance of following procedures for the management of information relating to assessment

In every assessment procedure, the protocols of the management of information are followed very clearly and strictly. The evidences of this management of information are like assessment records, physical evidences, learner and witness statements, observation records and further else. All these are protected under the Data Protection act of 2003. All the information of assessment are processed lawfully and fairly so as to obtain them and use only for lawful and specified purposes. Li and Grion (2019) disclosed that the learners were made clear that only an adequate amount is given to everybody who is relevant and not any kind of excessive data is handled to them. Thus process keeps the accurate information safe which later provides an up to date record knowledge and can be kept for longer uses when necessary. The storage and retrieval process of this information is kept password protected under digital or under locks when they are in physical form (sciencedirect.com 2021). The confidentiality of this information is paramount. These are few of the procedures or protocols which were followed for the management of assessment information.

7.2 Explain how feedback and questioning contributes to the assessment process

Feedbacks and questioning are a kind of way through which the thoughts of people can be revealed out as raw information which is later processed and added as data in any project or assignment. It is very much necessary to give feedbacks at a right place and right time in an accurate way. Feedbacks can be taken using various questioning methods and ways of questioning types. Zerfass and Viertmann (2017) revealed that a feedback must stay impartial always in its state. Feedbacks encourage learners to think in a critical way regarding the work they are doing. It also reflects that what needs to be improved more giving a clear sense of knowledge. Effective questioning process is a primary key tool in the procedure of the assessment of learning which must be planned in such a ways that it gives a range of responses which are later anticipated (tandfonline.com 2020). A good question or feedbacks leads the learner towards a journey where there is a balance between the process and contents.

LO 8. Understand the legal and good practice requirements in relation to assessment

8.1 Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare

The assessment plans, progress reviews, feedback records and the other overall tracking sheet of information relevant to assessment are maintained in a high satisfactory organisational and regulatory requirements which are stored safely keeping altogether in the form of audio, documents, digital and video recordings that includes the learners also. Andrade and Brookhart (2020) stated the need to be legible, accurate and to have back-up copies is a maintainer’s duty which must have ease of access while needed. Health, safety, confidentiality and welfare are of a paramount concern in all the assessments since without this the learner is at a risk of an unfair advantage.

8.2 Explain the contribution that technology can make to the assessment process

Technology gives an ease of accessing the efficient and appropriate data that is utilised to enhance the experience of a learner at every possible opportunity. When assessment information is kept in cloud and learners got an access to it in various document forms in different colours or fonts, it gives the learners a real time feedback reports. Mann and Walsh (2017) said that this helps in achieving a quicker turnaround of the assessment feedback which is in a paper free form and is accessible on any kind of device for the learners.

8.3 Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment

The diversity and equality in relation with the assessment is essential throughout the while journey of a learner. The learners are given support, differentiated opinions and also smart targets for helping them achieve their aim. When assessments activities are getting designed that work needs to meet all the interests, employability needs and must be diverse in nature. Huda and The (2018) stated that learners must be made aware of the discrimination and non and anti-discriminating issues through regular discussions and debates to encourage them analyse every opportunity of that assessment.

8.4 Explain the value of reflective practice and continuing professional development in the assessment process

The reflective practice puts a huge benefit in case of increasing the self-awareness of learners which is the primary key factor of an emotional intelligence which later is responsible for developing a better understanding of the other things. It develops high creative skills and also encourages an active engagement in the work process (sciencedirect.com 2021). The reflective practice is essential for an assessor to demonstrate the reflective practices which leads towards a greater understanding of how improvements can be brought in the process.

Conclusion

The conclusion here states all the aspects of performing an assessment project in a briefed view which discusses all the major and minor things which must be taken care of to avoid or remit conflicts and disputes among the assessors and learners. The quality assurance in the assessment process is important as rigorously as is used in education to keep the expectations at an appropriate level and also important to ensure that the clear and measurable standards must be provided to both of the learners and assessors during the assessment procedures. The assessment procedure where performed, that place should be set up accurately like proper cables and wires, proper desks and etc. One major limitation is that it doesn’t recognise the learner’s prior occupational performances for differentiating tasks and ensuring that every learner is engaged in the stages of the project.

References

Andrade, H.L. and Brookhart, S.M., 2020. Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), pp.350-372.

Mann, S. and Walsh, S., 2017. Reflective practice in English language teaching: Research-based principles and practices. Taylor & Francis.

McLachlan, C., Fleer, M. and Edwards, S., 2018. Early childhood curriculum: Planning, assessment and implementation. Cambridge University Press.

Deeley, S.J., 2018. Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment & Evaluation in Higher Education, 43(3), pp.439-448.

Huda, M. and Teh, K.S.M., 2018. Empowering professional and ethical competence on reflective teaching practice in digital era. In Mentorship Strategies in Teacher Education (pp. 136-152). IGI Global.

Li, L. and Grion, V., 2019. The Power of Giving Feedback and Receiving Feedback in Peer Assessment. All Ireland Journal of Higher Education, 11(2).

Zerfass, A. and Viertmann, C., 2017. Creating business value through corporate communication. Journal of Communication Management.