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

Formative Assessment

Formative assessment is diagnostic in nature and is concerned with the development of the student, with identifying strengths and weaknesses, and with providing the student with feedback on their progress during the learning process. It contains a continuing and systematic appraisal of a student to determine the degree of mastery of a given learning task and to help the student and teacher to focus on the particular learning necessary to achieve mastery. Continuous assessment generally means intermittent assessment, but the focus is on the needs of individual student, not in terms of pass or fail, but in terms of whether the learning outcome criteria have been met or not. It should also identify the strengths of the students performance and areas that require improvement. The nature of formative assessment is essentially diagnostic (Marsh et al. 2005).

The Food Forum (2000) believes it is important that formative assessment:

1. is embedded in the teaching and learning process of which it is an essential part
2. shares learning goals with students
3. helps students to understand and recognise the standards to aim for
4. provides feedback which helps students to identify what they should do next to improve
5. has a commitment that every student can improve
6. involves both teacher and students reviewing and reflecting on performance and progress together
7. involves students in self-assessment