In my assignment I will explain what is assessment and how is used, evaluate assessment methods and process that I use in my teaching practise. How will the results of student’s work help me and the student to give and get the right guidance to achieve their goal in the set criteria and standard. There are many assessing methods, which are used to assess student’s skill, knowledge, understanding and ability. As Gray states ‘assessment is a process by which evidence of student achievement is obtained and judged. ’ Gray et al. 2005:50 The assessment will identify not only the knowledge, but also areas for improvement and development.

Possibly can identify that additional support will be required and appropriateness of the course for the student. Assessments also motivate and encourage the students. The initial assessment is process of finding out suitability of course for the student, prior knowledge of the student, areas for development and improvement. The initial assessment is usually carried out by interview. During interview the student is asked all sorts of questions but mainly to find out suitability for the course, but hobbies and student’s interests are also taken into count.

Sometimes the student is asked to write short piece of writing about them- self’s or why they want to do the chosen course. The initial assessment is carried out in process of the enrolment. This assessment method is practical, valid, authentic and reliable. To reflect on this assessment method, I think it is very good way as students can ask questions about the course, qualification and after course guidance. Only one thing that should improve is the knowledge and ability of the staff.

From my personal experience the interviewer not necessarily would be tutor and would not have the ability to perform the interview right. The students are also required to do diagnostic assessment. These assessments are carried out at the beginning of the course. As Cox and Harper 2000:75 states ‘diagnostic assessments are to determine the presence or absence of necessary skills or knowledge. ’ What they are referring to is that every potential student must have basic knowledge of writing and reading to by accepted on course. As most of the course work is paper based, they must be able to write and read.

These tests also concentrate on numeracy as on some courses numeracy is one of the requirements. The diagnostic test is completed during the beginning of the course, depends on the college enrolment protocols. In Barking and Dagenham College diagnostic tests are consists of on- line numeracy and literacy tests and take about an hour each. To reflect on this assessment method, I think the tests are too long and students click through the assessment without giving it any thought and the standard of the test are lower. The assessments are valid, authentic, transparent and fair.

This assessment method is inclusive as all students on the course must carry out diagnostic assessment as tutor need to know what level the student work at. On the other side this assessment method is not practical as problems with computers can occur any time. The on- line tests are carried out by many students at the same time and the system can collapse. To improve this I think the tests should be shorter and without multiple choice as free hand writing allows the student to think about the answers and get creative. The assessment which is carried out during academic year to assess for learning is formative assessment.

Formative assessment is formal or informal. ‘An informal assessment is a method of measuring an individual’s performance by casually watching their behaviour or using other informal techniques. ’ ‘A formal assessment is based on the results of standardized tests or other exams that are administered under regulated or controlled test-taking conditions. In the process of a formal assessment, data is collected on student performance on the test or tests to determine the level of academic achievement or various other characteristics under analysis. ‘For the trainee or student, formative assessment provides reinforcement or a metaphorical ‘pat on the back’. It may also identify specific problems, errors or weaknesses to which the student needs to pay attention. ’ A Cox ; H Harper 2000:74 By identifying the errors and weaknesses the tutor will be able to adept the teaching strategies, point out areas for development and improvement and/ or give an extra support needed. Formative assessments are carried out by Q ; A, quiz, multiple choice questions and observation.

These assessment methods are practical, appropriate and inclusive as all students can do this assessment at the same time. After the formative assessment is carried out tutor will have an opportunity to evaluate students work and give a feedback. Feedback should be constructive, positive and point out areas for development and improvement. Future targets can be set at this point. All set targets are recorded on student’s individual learning plan. The summative assessment ‘as the name implies, this type of process comes at the end- or summing up- of a programme, course, module or unit.

It is typically designed to assess the extent to which learning has been achieved, the quality of students’ work and, in some cases, to assign course grades and final certification. ’ Cox ; Harper 2000:74 In most courses summative assessments are measured against set criteria/ standard. These criteria/ standards are set by the awarding body. The awarding body is an organisation providing the college with certificates. If there are not set criteria/ standards for the assessment, the result of assessment depends on tutors’ judgement.

Tutor’s judgement must be valid, reliable and transparent. The tutor must insure that there is fairness and equity in these assessments. Also to ensure the quality of the assessments the external moderator is accessing the class every six weeks. Not only to monitor the assessments, also to monitor student’s progress on the course. This assessment method is practical, as tutor is able to oversee the student skill, knowledge and achievements. Thanks to the set criteria/ standards the assessments are valid, reliable and transparent.

Now I have explained the principles of assessment I will move onto appropriateness, effectiveness and process of the summative assessments. In practical sessions the summative assessment methods used are observations and Q ; A. These assessment methods are appropriate, effective, valid, reliable and authentic as this job is very much hands on job. By observing the assessment, tutor will have an ability to step in at any time during the assessment. All the students are working towards the same qualification, so the criteria for their assessments are the same. One of these criteria is set timing for each service.

To reflect on the timing the awarding body do not take in count that new students do not work as fast as students who are on course for some time. Some students are very shy and it can be a while before they feel confident enough to work on clients. Setting a time on their work can sometimes be a setback. To improve the assessment quality and to encourage students, the awarding body should allow beginners extra 5 to 10 minutes for their work. In theory lessons the summative assessment methods used are case studies, written questions, oral questions and assignments.

As the case studies and assignments are part of the units, it must follow the set criteria. The awarding body criteria ensure the validity, reliability, transparency and as students work on these assessments and tests at the college it also ensure the authenticity. Oral question are judged by tutor. The judgment must be equal, fair and appropriate. The assessments are mainly paper based and underpin theory and the student’s knowledge. This is the best way to understand if the students have the knowledge and understanding of skill.

At the end of each unit GOLA test must take place. GOLA tests are carried on- line. To reflect on the GOLA tests, the systems do not take in count learning disabilities and do not allow the student to have an extra time. To improve, students with dyslexia and such learning difficulties should be offered an extra time and additional support. Also paper based tests should be offered. At this point when is clear what is assessment, why do we assess and what is the process of it, I think is very important to mansion how are targets set and achievement recorded.

In NVQ courses student’s achievements are recorded into student’s log book, tracking sheets, ILP and paper based copies of exams are kept in student’s files. In the practical part of session, the goals and targets are set on ILP and student is working towards it. After the assessment is judged by the set criteria/ standards, the tutor marks the log book. Also the tracking sheet is marked at the same time. To reflect on the ILP, tracking sheets and log book, I think all these documents should be electronic as paper copies can be lost by the student and also without log books students are not allowed to carry out any assessments.

This is due to back tracking as the awarding body does not allow tutors to do that. To improve this issue, the college should provide the tutor with system which allow tutor to track students progress. For the theory part of session the students are set case studies on the unit they are working on. Also prior the exam the students must answer questions which are set in log book. The tutor will assess the written answers and if it is up to the standard the student will be ready to sit the exam. The exams in Barking and Dagenham College are GOLA on- line tests and these tests are multiple choice question.

I would like to reflect on this system, as I think it could be approved. By giving a choice of answers, the students do not necessarily have the required knowledge. I think if the exams would be paper based, the student would be able to express them- self’s. But on the other hand student’s results are ready in couple of minutes after finishing the exam and the results are stored in the system for the whole year. The student’s achievements are also recorded in their log book. All students have their own file.

All their progress and achievements are copied and placed in this file, such as previous qualifications, tests results and assignments. These files are available to all tutors. In assessing process is very important to give a good feedback. As the feedback can positively encourage and motivate the student. Negative feedback can bring down student self esteem and confidence. All this can effects student’s work and feeling. For students is very important to feel inclusive. It important to make sure that all students feel inclusive during the assessing process.

To make sure of that the tutor must use appropriate teaching strategies, such as work in pairs, group work, peer assessment or weaker student with stronger, also group discussion would be effective and inclusive. Another method of making student feel inclusive is listening. If there are any issues student want to talk about, tutor and peers are there to listen and help to resolve these issues. E. g. the student is unhappy in their placement, the tutor and peers are there to comfort the student and to listen if they want to talk about the issues. There is professional help and support available from the head office.

Also external support groups are available to the students. In this assignment I have evaluate the principles, process, appropriateness and effectiveness of assessing methods. My conclusion is that methods could be improved for better, but mainly are appropriate and effective, valid and transpired. Areas for development must be detected and needed support be given as soon as possible. The college managers should listen to the tutor’s ideas for improvement and try to take some action as this would help to achieve and progress the students during the academic year but also for years to come.