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

Performance Assessment

Performance assessment is particularly appropriate for work-based assessment because of features that include:

1. Students employ higher-order thinking skills (students apply knowledge and skills to solve problems, to synthesise, to explain, etc.)
2. Depth of Knowledge (understanding of a concept, topic, or skill is not superficial)
3. Connectedness to work (problems/topics are ones which occur in the workplace)
4. Substantive Conversation (teacher-student conversation is two-way and meaningful)
5. Social Support for Student Achievement, i.e. teachers and peers