Assessment in the Work Place for Work-based Supervisors - Allin L & Turnock C (2007)

Table of Contents

1. ASSESSING STUDENT PERFORMANCE IN WORK-BASED LEARNING - Allin L & Turnock C (2007)
2. The Need for Assessment
3. Types of Assessment
   1. Formative Assessment
   2. Summative Assessment
   3. Criterion Assessment
   4. Performance Assessment
   5. The use of reviews and portfolios
   6. Learning contracts
4. When to use a Particular Assessment?
5. Giving Feedback
   1. Useful Tips
   2. Features of Positive Feedback
   3. Negative Feedback
   4. Written Feedback
6. Skills for Effective Assessment
7. Helping a Failing Student
   1. Failure in the submitted work
   2. Avoiding Intimidating Students
   3. Dealing with Non-improving Students
8. Conclusion
9. References

The Need for Assessment

Students are assessed for a number of reasons, including motivating students (Oxford Centre for Staff and Learning Development 2006), diagnose students' strengths and weaknesses, enable students identify their strengths and weaknesses (Howard 2006), monitor student progress (Marsh et al. 2005), determine the extent to which students have achieved specific learning objectives, grade student learning (Singh 2006), provide a way to judge when a student is competent to practice (University of Nottingham 2002) or proceed on a course, inform the nature of feedback to students on their progress (Gray 2001), evaluate effectiveness of teaching and plan future teaching to facilitate student progress.

ACTIVITY

Outline what you see as your responsibilities in assessing students learning in the workplace or helping them towards their assessments.