Review a range of assessment methods available and explain the ones you

would use for your subject area. Evaluate the use of assessment methods in

different contexts, including reference to initial assessment. Justify the types

of assessment records you would complete and explain why.

Assessment can be helpful to me, as the teacher, and to my learners, as it “...is a

measure of learning, at a given point in time.” (Gravells and Simpson, 2010, p61),

thus allowing us to check the learners’ progress on the course.

There is a virtually endless list of assessment methods; therefore, some of the more

common methods, as presented by Wilson (2008) are reviewed below.

Observation as an assessment method would be useful to me in assessing learners’

presentation skills as part of the job recruitment part of the course. This method

would be especially appropriate as the topic and method is very practical. In addition,

to help the learner observe their own competence, I would (after gaining their

consent), record the observation using a camera and then watch the recording with

the learner and discuss what we observed in the viewing. Other contexts in which

observation could be used include vocational courses, such as teaching, caring and

motor vehicle engineering. During initial assessment, observation could be used to

observe the learner’s current skill level where they are applying for a higher level

course, for which prior skills are needed, such as a diploma in engineering.

Simulation, in which a real-life situation is simulated, can be used in courses such as

first aid or counselling as learning in the real situations would be inappropriate. As

part of initial assessment, it could be used to assess a learner’s skill in a higher skills

level course in which prior learning was essential. Examples of this could be

customer care (reception and switchboard duties) and elderly care (lifting and

dealing with difficult situations). I would use simulation with my learners for interview

preparation, as this will allow them to gain an insight into an interview experience.

A project as a form of assessment can be used in a variety of academic and

vocational courses, such as A’ levels and hospitality, as the method requires

learners to undertake a number of steps to reach a conclusions or carry out a task,

and a project will allow them to pull together the various component parts. I would

Page 1 PTTLS Assignment 2 – Roles, Responsibilities & Ground Rules – January 2011 – Aminder K Nijjar

use this method in asking learners to research a number of occupations within a

sector, as this would entail them undertaking a series of activities, such as

researching the entry requirements and duties involved and speaking to someone

doing one of the jobs. They could then present their findings and analysis in project

form. If a larger number of occupations were to be investigated, learners could

undertake this assessment as a group. Thereby, adding another element to the

assessment method.

Written questions and verbal questions are recognised as separate assessment

methods, however, I would use them in a similar way in my teaching; within quizzes

and as questions I pose in person in lessons. Both can also be used in initial

assessment; the written questions within an application form and verbal questions

within an interview before the learner starts the course. This would allow the tutor to

assess the learner’s needs.

I would use discussion as part of my formative assessment of learners, as it would

encourage learners to attend and actively participate in lessons. In initial

assessment, discussion can be used, for example a tutor ‘interviewing’ a learner to

discuss their reasons for applying for the course and their expectations. Discussion

as a form of assessment would be relevant

Self-assessment within employability is crucial; therefore I would use self-

assessment as an integral part of the course by setting an assessment in which

learners complete at least one self-reflective activity, such as a skills analysis. Within

initial assessment, self-assessment could be used as part of the application form, in

which applicants are required to write about themselves in relation to their course

selection. A learning styles questionnaire could form part of this method of

assessment and could be applicable in courses across all subject areas.

Other forms of assessment include reports and essays, which could also be applied

to various courses, such as business and science as part of their writing up of an

investigation they have conducted or evaluation of theories. I could also use these

methods within my subject area by asking learners to research and evaluate career

theories and write up either in report or essay format.

Page 2 PTTLS Assignment 2 – Roles, Responsibilities & Ground Rules – January 2011 – Aminder K Nijjar

Before making my final decision of which assessment methods I would use within my

course, I would need to think through a much larger variety of assessment methods

than only those listed above, and when doing so, also consider factors identified by

Armitage et al (2007), such as how the assessment methods might affect me as the

teacher and the learners, the need to assess at all and how I might improve the

quality of assessment.

Another aspect of assessment methods is the necessity of keeping assessment

records. I would keep assessment records such as: assessment questions and

criteria; learner’s submitted (and re-submitted) assessments; feedback I would

provide; learner attendance; where appropriate learner engagement in lessons (for

example in discussions if this counted towards the assessment); learner reflective

logs; evaluations; internal and external validation and auditing; and my own reflective

logs and appraisals. Such records would help track learners’ progress, evaluate,

quality assure and develop the course as well as aid my own development as a

teacher.

Word count: 880 words

References

Armitage, A. et al (2007) Teaching and Training in Post-compulsory Education:

Maidenhead, Open University Press

Gravells, A. And Simpson, S. (2010) Planning and Enabling Learning in the Lifelong

Learning Sector, Second Edition: Exeter, Learning Matters Ltd

Wilson, L. (2008) Practical Teaching: A guide to PTLLS & CTLLS, Hampshire:

Cengage Learning EMEA

Page 3 PTTLS Assignment 2 – Roles, Responsibilities & Ground Rules – January 2011 – Aminder K Nijjar