97) At the end of each semester is exam week, in which students complete an exam for the majority of the units they study. “Summative assessment and subsequent feedback informs learners of their overall achievement, as well as an overall grade, learners need opportunities to explore progression options which may differ depending on whether they have passed or failed.” (Machin, Hindmarch, Murray, & Richardson, 2016, p. I find all of these methods, but particularly practical exercises, very effective within my teaching. 43) are both being taught and assessed at the same time. “Learners completing practical or written exercises, taking part in short quizzes, reporting back from discussions, engaging in problem solving activities, giving short presentations or demonstrations” (Gould & Roffey-Barentsen, 2014, p. The methods I frequently use for formative assessment are observations, strategic questioning and classroom polls. I use this method on a regular basis, generally in combination with a behaviourist approach in which I explain how to implement something, explain what the goal is and then allow the students to tackle the problem and assess how well they have implemented it. 89) Many people consider the formative assessment as part of the teaching process, that everything that has been taught must be assessed to ensure the students have learnt the required material. “Formative assessment findings inform you of the content which needs to be covered and also the effectiveness of teaching and learning methods.” (Machin, Hindmarch, Murray, & Richardson, 2016, p. In this case it may be suitable that the student enrols on an English course before starting the course they are trying to join. A student with poor Maths and English is likely to struggle on a course that requires assignment writing as part of the assessment.
This is also the ideal opportunity to assess a student’s Maths and English ability. It may be that due to their existing ability a lower level course would be more suitable. 94) If possible this should be performed before the students start the course, as this diagnostic assessment will assess whether the student is suitable for the course. “Diagnostic assessments inform both teacher and learner of current abilities and specific future needs”. (Machin, Hindmarch, Murray, & Richardson, 2016, p. Assessment can be broken down into groups the most common grouping of assessment is Diagnostic, Formative and Summative assessment. Assessment ranges from a quick and simple learning check in the form of student questioning, up to a final exam which could form the entirety of the requirements of awarding the qualification. It is essential that learning has taking place, as a result it is important to check that learning has occurred this is completed in the form of assessment.
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