Unit Three: Principles and practice of assessment

Methodology
Firstly we had input during classes from our tutor on the categories of concepts and principles of assessments, how to use different types of assessments and some of the strengths and weaknesses of these methods, the role of feedback and questioning in the assessment of learning and the different types of assessment records and their uses.
Next we individually researched these topics, to do this firstly I used discussions with my mentor, observations of colleague’s sessions, discussions with my peers and evaluation and reflection of my own teaching sessions. My secondary research consisted of academic books, internet sources, as identified in the bibliography. I chose
Formal assessments are usually based on the results of standardised tests or other exams that are done under controlled conditions, the criteria is often set by the awarding body or organisation and the results can contribute to the final grade. Informal assessments are methods of measuring a learner’s performance by casually watching their behaviour or using other informal assessment methods, they check ongoing progress and the criteria are often decided by the tutor. The main types of assessments are; diagnostic/initial, formative and summative and ipsative.
Within my experience at the training centre of the YMCA and within most HE organisations the first assessment that learners would come across is Diagnostic/Initial assessment. Initial assessment occurs prior or at the start of a course. It is used to find a starting point for learning, making the development of a learning plan possible. During initial assessment you can ‘start to build up a picture of an individual’s skills, achievements, interests, previous learning experiences and goals, and the learning needs associated with these goals.’ Skills for life improvement programme (2008). Diagnostic assessment also occurs at the beginning of a course and then when needed throughout. It is used to assess more specific