Principles And Practices Of Assessment In Post-Compulsory Education

Principles and Practices of Assessment in Post-Compulsory Education

Index

SEMESTER 2 ASSIGNMENT 1

PRINCIPLES AND PRACTICES OF ASSESSMENT IN POST-COMPULSORY EDUCATION 1

INDEX 2

DIAGNOSTIC ASSESSMENT - A WRITTEN EVALUATION OF HOW DIAGNOSTIC ASSESSMENT HAS BEEN USED IN AN EDUCATIONAL SETTING 9

Introduction 9

The merging of different forms of assessment 10

The example - Cambridge Regional College Key Skills 11

Benefits of a web based assessment tool 12

The Process 13

Results 14

Profile 14

Percentile or group profile 15

Students identifying their own needs 18

Online Resources 18

Diagnostic Assessment and Learning Needs 18

On-Course Support 19

Learning Support 20

Other types of Diagnostic Assessment Tests 21

References 22

A DISCUSSION OF THE STRENGTHS AND WEAKNESSES OF THE THEORY OF AP (E) L ALSO APU'S POSITION IN RELATION TO OTHER HEIS 23

What is AP (E) L 23

The problems with AP (E) L 25

The Problems 25

The financial problem 26

What does AP (E) L offer 29

Is there a way forward? 32

Conclusion the possible solutions 32

References 35

THREE EXAMPLES OF ASSESSMENT INSTRUMENTS AND FEEDBACK RELEVANT TO EACH CASE 36

Background to Formative Assessment 36

My use of formative assessment 39

The Strategy 41

Self esteem 41

Why building self assessment skills is important 42

Building Opportunities for pupils to explain themselves 43

Asking the right questions 43

Background on the importance of feedback 44

Feedback strategy 46

Issues 47

Three Examples of Self and Peer Assessment 49

Example 1 - Self assessment of assignment writing 50

The procedure 51

Feedback 53

Example 2 Ð'- Last Five Minutes 56

Feedback 57

Example 3 Ð'- Questioning Strategies 59

Questioning Strategies 59

General Findings 62

Conclusions 64

References 65

APPENDICES 66

Appendix 1 Ð'- Questions on Communications 66

Appendix 2 Ð'- Answers on Application of Number 80

Appendix 3 Ð'- AON Profile 81

Appendix 4 Ð'- AON Percentile 83

Appendix 5 Ð'- Assessment of Learning and Other Needs - 85

Appendix 5 Ð'- Assessment of Learning and Other Needs - 85

Reference - Beattie: Implementing Inclusiveness. Prepared for the Scottish Executive, July 2001 by the Centre for Guidance, Careers and Personal and Social Development and Taking a closer look Ð'- Key ideas in diagnostic assessment - The Scottish Council for Research in Education published 1993 85

Literacy and Numeracy 85

Core Ð'- Key Skills 86

Personal Effectiveness 86

Personal Style 88

Vocational Interests 88

Aptitudes and Abilities 89

Personal Development Programmes 90

Synthesisers of Assessment Information 90

APPENDIX 6 Ð'- APU POLICY ON APL ANGLIA POLYTECHNIC UNIVERSITY 92

History and mission 92

AP(E)L Development 93

AP(E)L Policy 94

Costs 94

Procedures 95

Student information and guidance 95

Assessment and accreditation 97

APPENDIX 7 Ð'- SELF ASSESSMENT ESSAY WRITING GRID COULD TRY HARDER' - A SUMMARY OF STUDENTS' PERCEPTIONS OF ASSESSMENT IN SCHOOLS (2000) QUALIFICATIONS AND CURRICULUM AUTHORITY (QCA) 98

The LEARN Project: Learners' expectations of assessment requirements nationally 98

APPENDIX 8 Ð'- SELF ASSESSMENT ESSAY WRITING GRID (REFERENCE WWW.GEOFFPETTY.COM PAPER ON FEEDBACK MEDALS AND MISSIONS) 100

ESSAY WRITING ASSESSMENT PROFORMAS 101

CRITERIA 101

SELF-ASSESSMENT 101

TEACHER ASSESSMENT 101

APPENDIX 9 Ð'-CLASSROOM QUESTIONING SUMMARY OF RESEARCH - (REFERENCE CLASSROOM QUESTIONING (COTTON, 2001, P. 1 WWW.NWREL.ORG/SCPD/SIRS/3/CU5.HTML) 102

Classroom Questioning 102

MAPPING AP (E) L: 120

Accreditation of Prior Experiential Learning in English Higher Education Institutions 121

Learning from Experience Trust 121

EXECUTIVE SUMMARY 123

Innovation

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