Understand how to plan assessment Factors to consider when planning any assessment: The main responsibility for assessment The main responsibility with assessing learners will lie with the teacher (assessor) but both the awarding organisation and the assessment centre also have a responsibility to the learner. A teacher is advised to use all the templates and paperwork as provided by the awarding organisation. Sometimes this paperwork might confuse a learner if the assessment centre is not offering all of the options. A centre might prefer to standardise its own documents to meet the awarding organisations requirements. A teacher also needs to keep up to date with all changes within their own subject area, to ensure that the specifications from the awarding organisation have been met. The wording in assessments needs to be clear, understandable and written at the correct level for the subject being taught. It is vital that suitable language is used when wording assessments and a teacher should include some input on study skills to help the learner prepare for the assessment. Once a teacher has created any form of assessment they should make sure that it is clear, so that learners fully understand what is expected from them. A good way of doing this is for a teacher to get a colleague to check the instructions before using the assessment with their learners. Other considerations are to make sure that the advantages of the chosen method outweigh the disadvantages and that there is enough time for the assessment to take place (including the feedback). A variety of assessment methods should be used, as this will help to motivate and keep all learners engaged despite style of learning. A teacher needs to make sure that the learners are assessed across the whole syllabus. This responsibility might not solely lie with one teacher as different assessors may assess different parts of a course. Meetings with other teachers are vital to enable a teacher to plan key areas of assessment into their scheme of work. It is good practice to space assessments evenly throughout the course and to make sure that they are progressive. Formative assessments should be used to prepare learners for summative assessments.
Understand how to plan assessment Factors to consider when planning any assessment: The main responsibility for assessment The main responsibility with assessing learners will lie with the teacher (assessor) but both the awarding organisation and the assessment centre also have a responsibility to the learner. A teacher is advised to use all the templates and paperwork as provided by the awarding organisation. Sometimes this paperwork might confuse a learner if the assessment centre is not offering all of the options. A centre might prefer to standardise its own documents to meet the awarding organisations requirements. A teacher also needs to keep up to date with all changes within their own subject area, to ensure that the specifications from the awarding organisation have been met. The wording in assessments needs to be clear, understandable and written at the correct level for the subject being taught. It is vital that suitable language is used when wording assessments and a teacher should include some input on study skills to help the learner prepare for the assessment. Once a teacher has created any form of assessment they should make sure that it is clear, so that learners fully understand what is expected from them. A good way of doing this is for a teacher to get a colleague to check the instructions before using the assessment with their learners. Other considerations are to make sure that the advantages of the chosen method outweigh the disadvantages and that there is enough time for the assessment to take place (including the feedback). A variety of assessment methods should be used, as this will help to motivate and keep all learners engaged despite style of learning. A teacher needs to make sure that the learners are assessed across the whole syllabus. This responsibility might not solely lie with one teacher as different assessors may assess different parts of a course. Meetings with other teachers are vital to enable a teacher to plan key areas of assessment into their scheme of work. It is good practice to space assessments evenly throughout the course and to make sure that they are progressive. Formative assessments should be used to prepare learners for summative assessments.
TE-Principles-and-Practice-of-Assessment.docx