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Assessment as Practice. Module 4 Week 3 Dr Carol Azumah Dennis f ormal. t ext based. n on-text based. informal. Open book exam. f ormal. Written test. Skills test. Essay. Short answer questions. Oral exam. t ext based. Case study. n on-text based.

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Assessment as practice

Assessment as Practice

Module 4 Week 3

Dr Carol Azumah Dennis

Assessment as practice


text based

non-text based


Assessment as practice

Open book exam


Written test

Skills test


Short answer questions

Oral exam

text based

Case study

non-text based

Multiple choice

Peer Assessment


Self Assessment


Role Play

Assessment as practice



Open book exam

Skills test

Written test

Short answer questions


Oral exam

question & answer

text based

practical activity


Case study


non-text based

Multiple choice

Peer Assessment

Role Play



Self Assessment



application form

Other types
Other types ....

  • Academic

  • Assessor led

  • Benchmarking

  • Competence based

  • Diagnostic

  • Direct

  • Evidence

  • Formal

  • Formative

  • Holistic

  • Independent

  • Indirect

  • Informal

  • Initial

  • Integrated

  • Internal

Of assessment
... of assessment

  • Ipsative

  • Learners led

  • Norm-referencing

  • Objective

  • Proficiency

  • Process

  • Product

  • Profiling

  • Qualitative

  • Quantitative

  • Screening

  • Subjective

  • Summative

  • Triangulation

  • Vocational

  • Criteria-referencing

Assessment as practice

  • Select three types of assessment to discuss

  • How often do you use this type of assessment

  • How might you incorporate it into your practice

  • Do you agree with where it is positioned on the template; where else might you position it - why

Who needs to do what
Who needs to do what?

  • What responsibility do different stakeholders have in the assessment process?

Methods of assessments
Methods of assessments

  • Adding to the types of assessment, what assessment methods can you think of?

  • What are the advantages or limitations of each?

Methods of assessments1
Methods of assessments

  • With reference to three different types of assessment – what particular issues of reliability and validity will you need to consider?

Assessment as practice

◉ Sufficient

◉ Valid

◉ Authentic

◉ Reliable

◉ Current

Recognising recording progress achievement in non accredited learning
Recognising & Recording Progress & Achievement in non-accredited learning

  • Appropriate Aims

  • Initial assessment

  • Learning objectives

  • Formative: Recognition and recording of progress

  • Summative: tutor & self-assessment; progress review

What if
...‘what if.’ non-accredited learning

  • Some learners are treated less favourably

  • The organisation does not make reasonable adjustment

Access for all
Access for All non-accredited learning

  • Dyslexia

  • Disability

  • Hearing impairment

  • Visual impairment

  • Varying work patterns

  • Linguistic diversity

And what if
And what if ... non-accredited learning

  • Gender

  • Disability

  • Race

  • Religion & belief

  • Sexual orientation

Assessment as practice

Assessment as practice

Knowledge & Understanding inclusive and fair to all learners?

  • theories, principles and applications of in/formal assessment and their roles in learning and evaluation

  • significance of equity & diversity for the assessment

    Professional Skills

  • how to plan/design & conduct in/formal assessment

  •  how to give feedback to promote progress and achievement

    Transferable Skills

  • demonstrate knowledge of the minimum core in own practice

  • how to evaluate and improve own assessment practice

Part a
Part A inclusive and fair to all learners?

  • Report outlining their selection, application and evaluation of an assessment strategy and associated methods (1,500 words)

Assessment as practice

  • The assessment used for my area of work is the National Test – a 40 question multiple choice exam. I am critical of it but use because policy demands it. I teach learners beyond the test and de-emphasise its significance. I also supplement it with informal individual learning plans to make sure learners have amore reliable Ipsative assessment profile.

Assessment as practice

Part b
Part B area. This is a one or two sentence answer to the question.

  • Trainees will submit examples of feedback, ILP/ILTs with a commentary and or other documents which demonstrate understanding of, and commitment to, the principles of equality and diversity in the assessment process. (1,000 words)

Individual learning plan
Individual Learning Plan area. This is a one or two sentence answer to the question.

Part c
Part C area. This is a one or two sentence answer to the question.

  • Planning and delivering learning:

    Reflective commentary on personal and professional development during Year 1 (1500 words)

Assessment as practice

  • We shall never cease from exploration area. This is a one or two sentence answer to the question. And the end of all our exploringWill be to arrive where we startedAnd know the place for the first time.

    T. S. Eliot(1888 - 1965)

Assessment as practice

  • [ area. This is a one or two sentence answer to the question. learning as] a generative dance on the edge of a volcano, a ‘camping on seesaws’

    my emphasis

    (Hedberg et al., 1976).