Assessment in the Work Place

Table of Contents

1. Introduction
2. The Need for Assessment
   1. Methods of Assessment
   2. Performance assessment
   3. Portfolio reviews
   4. Learning contracts
3. When to use a Particular Assessment?
4. Giving and Getting Feedback
   1. Useful tips on giving feedback
   2. Positive feedback
   3. Examples of good feedback
5. Skills for Effective Assessment
6. How to avoid failing
7. References

Portfolio reviews

Another example is the use of reviews provides an excellent opportunity to refocus all parties on the plans developed at the start of the learning programme, and previously agreed targets. If agreed targets have not been met, discussions should focus on developing new action plans and tackling problem areas. Learners benefit from being encouraged to reflect on their progress both on and off the job. Instances have been seen of learners recording their thoughts and achievements in journals that are discussed with their line manager during reviews, and used to identify further training and support needs. Learners find this very motivating (Adult Learning Inspectorate 2006a).

These reviews can involve production of a portfolio, which Howard (2006) describes as a showcase of a student's growth, experiences, and achievement. It consists of:

1. Self-selected, representative samples of the student's work

2. Written justifications for these selections

3. Formal presentation of the justified selections to peers and teachers

The primary purpose of a student portfolio is to create an environment where students increasingly reflect upon, assess, and control their own growth according to course outcomes and goals. To promote this, the portfolio involves collaboration between teachers and students, with teachers structuring the planning, establishment, and implementation of portfolios, and students taking responsibility for the particulars of their own portfolios. Portfolio assessment values the process as well as the products of learning. The unit on Reflection explores the principles underpinning the nature of a portfolio.

The Adult Learning Inspectorate (2006b) describes some innovative approaches to obtaining evidence to inform the evaluation of learning. One hairdressing provider had a learner placed with an employer a long way from the training centre where no qualified assessor was available. Rather than rely on witness testimonies and photographs for proof of the range being covered on the job, the employer agreed to video the learner carrying out hairdressing tasks. The camera could be set up with time and date to help authenticate the work. Oral questions could be asked and the answers recorded.

Another example involved a student who found it impossible to produce written evidence for the assessment. The assessor identified imaginative and effective ways to overcome this situation by including the use of photographs, videos and CDs.