ASSIGNMENT 2

06 APRIL 2018

UNIQUE NUMBER: 694117

1. (a) Class Activity

This type of assessment makes the learner to be able to work together with the other learners
in class.

Home work

This is to test and to see if they committed to their work before they write something.

Essay writing

This is top test if they do research on their before they write something

Class test

This is to see if they understand what they have been taught in class.

Open book test

This helps them to learn how to verify the answer.

(b) class work

I do this to see if they can work together as a class as this would help them in their workplace
environment in future.

Group work

This is to test if they know how to brainstorm and as how to work as group as well.

Class test.

This is to test if they had listened in class and they know what they have been taught

Assignment

This is to see if they are given themselves enough time to research or to gather information so
that they come with answers.

(c) Self-assessment - is the process of looking at oneself in order to assess aspects that are
important to one's identity. It is one of the motives that drive self-evaluation.

Group assessment - task should require some collaboration. It should also involve work
that can be done by individuals. A task that is done in stages, with feedback from the lecturer
or from another group at each stage, can keep the group on track, promote learning, and lead
to higher quality work.

Teacher assessment refers to the wide variety of methods or tools that educators use to
evaluate, measure, and document the academic readiness, learning progress, skill acquisition,
or educational needs of students.

1. Learning walkthrough
2. Goal-setting and implementation walkthrough
3. Supervisory walkthrough
4. be fit for purpose and manageable;
5. support teachers’ professional judgement
6. support accountability.

RECORDING AND REPORTING ARE FUNDAMENTAL ASPECTS OF STUDENT

LEARNING AS WELL AS ENSURING OUR PARENTS HAVE A CLEAR
UNDERSTANDING OF THEIR CHILDREN'S ATTAINMENT AND ACHIEVEMENT.

2.

(a) Formal assessment

(b) Observation

Question paper

Observation sheet

Worksheet and checklist

Assessment rubric

Individual manual

Practical activity - refers to a person, idea, project, as being more concerned with or relevant
to practice than theory: he is a very practical person; the idea had no practical application.
Practicable refers to a project or idea as being capable of being done or put into effect: the
plan was expensive, yet practicable.

Rubric
Oral test

Observation

1. The main aim of the assessment process must be to facilitate progress in a pupil’s learning.
It is an integral part of the teaching and learning process, and is a valuable formative and
summative tool. Departments should give careful thought to the purpose of assessment,

2.adopting a wide range of methods to reflect the whole Curriculum and learning
opportunities. Effective assessment provides: a statement of current attain
progress; an acknowledgement of achievement and underachievement; information on the
pupils' readiness for future learning; information on the effectiveness of the teaching
methods employed and the current scheme of work.

3. To be at its most effective assessment should primarily be a continual process and not an
infrequent, purely summative exercise.

4. The outcomes of assessment should be used to modify teaching methods as well as

indicate pupil progress. On entering the School, a pupil will normally be given an entrance
test, at the appropriate level, in order to establish a baseline assessment from which future
progress can be measured.

5. Positive and constructive assessment feedback can be a powerful tool in raising a pupil’s
self-image and encouraging further study.

6. In addition to normal assessment, staff are advised to record, initially informally e.g. in
their mark book, significant points in a child's development, such as a moment of
‘breakthrough’ in understanding.

valid and reliable as possible, consistent both within the School, and with N.C./Exam
Board standards. promotes a common interpretation of the Exam Board grade
descriptors. Gives
pupils.

8. Assessment records: are based on an agreed set of principles and purposes; assess pupil
progress against N.C./Exam Board criteria; must be easy to interpret, useful, manageable and
not administratively burdensome.
9. Results of assessment are reported in a way useful for pupils, teachers, parents and
other interested parties.

10. Assessment gradually builds up into a profile for each pupil over their school
career.

3.

The goals of assessment are to support student learning and to answer the question. A well-
considered plan will help you achieve these goals. When planning your assessment, clarifying
the learning objectives that you wish to assess and the purpose of the assessment is vital.

Rubric

Observation

Oral test

Practical

Reliability - is the degree to which an assessment tool produces stable and consistent results.
Types of Reliability. Test-retest reliability is a measure of reliability obtained by
administering the same test twice over a period of time to a group of individuals.

Fairness - A fair and just assessment tasks provide all students with an equal opportunity to
demonstrate the extent of their learning. Achieving fairness throughout your assessment of
students involves considerations about workload; timing and complexity of the task

Authenticity - When considering how to assess student learning in a course, most instructors
would agree that the ideal assessment would be one that not only assesses students' learning;
it also teaches students and improves their skills and understanding of course content.

Validity - Test-retest reliability is a measure of reliability obtained by administering the same

test twice over a period of time to a group of individuals. The scores from Time 1 and Time 2
can then be correlated in order to evaluate the test for stability over time.

Sufficiency - Experience has shown that sufficient evidence does not usually mean too little
evidence but too little appropriate and relevant evidence. If the assessment is to have meaning
for the candidates, then time should be spent in discussing their personal own performance
The learning styles your students possess are one of most important factors impacting their
success in the classroom. Most adults are not aware of their own learning styles or which
multiple intelligence fits them best. If they took an assessment while in school, chances are
they either forgot or their learning style has changed slightly as they’ve gotten older. Not only
does this information benefit you as a trainer, it also empowers your students to know more
about how they learn and process information.

1. Auditory - pertaining to hearing, to the sense of hearing, or to the organs of hearing.

2. Visual - a picture, piece of film, or display used to illustrate or accompany something.
3. Kinesthetic - the sensation of movement or strain in muscles, tendons, and joints; muscle
sense. See more.

No, because the assessor assesses only to evaluate the learners.