Principles And Practices Of Assessment In Post-Compulsory Education
Essay Preview: Principles And Practices Of Assessment In Post-Compulsory Education
Report this essay
Principles and Practices of Assessment in Post-Compulsory Education
Index
SEMESTER 2 ASSIGNMENT
PRINCIPLES AND PRACTICES OF ASSESSMENT IN POST-COMPULSORY EDUCATION
INDEX
DIAGNOSTIC ASSESSMENT – A WRITTEN EVALUATION OF HOW DIAGNOSTIC ASSESSMENT HAS BEEN USED IN AN EDUCATIONAL SETTING
Introduction
The merging of different forms of assessment
The example – Cambridge Regional College Key Skills
Benefits of a web based assessment tool
The Process
Results
Profile
Percentile or group profile
Students identifying their own needs
Online Resources
Diagnostic Assessment and Learning Needs
On-Course Support
Learning Support
Other types of Diagnostic Assessment Tests
References
A DISCUSSION OF THE STRENGTHS AND WEAKNESSES OF THE THEORY OF AP (E) L ALSO APUS POSITION IN RELATION TO OTHER HEIS
What is AP (E) L
The problems with AP (E) L
The Problems
The financial problem
What does AP (E) L offer
Is there a way forward?
Conclusion the possible solutions
References
THREE EXAMPLES OF ASSESSMENT INSTRUMENTS AND FEEDBACK RELEVANT TO EACH CASE
Background to Formative Assessment
My use of formative assessment
The Strategy
Self esteem
Why building self assessment skills is important
Building Opportunities for pupils to explain themselves
Asking the right questions
Background on the importance of feedback
Feedback strategy
Issues
Three Examples of Self and Peer Assessment
Example 1 – Self assessment of assignment writing
The procedure
Feedback
Example 2 Ð- Last Five Minutes
Feedback
Example 3 Ð- Questioning Strategies
Questioning Strategies
General Findings
Conclusions
References
APPENDICES
Appendix 1 Ð- Questions on Communications
Appendix 2 Ð- Answers on Application of Number
Appendix 3 Ð- AON Profile
Appendix 4 Ð- AON Percentile
Appendix 5 Ð- Assessment of Learning and Other Needs –
Appendix 5 Ð- Assessment of Learning and Other Needs –
Reference – Beattie: Implementing Inclusiveness. Prepared for the Scottish Executive, July 2001 by the Centre for Guidance, Careers and Personal and Social Development and Taking a closer look Ð- Key ideas in diagnostic assessment – The Scottish Council for Research in Education published 1993
Literacy and Numeracy
Core Ð- Key Skills
Personal Effectiveness
Personal Style
Vocational Interests
Aptitudes and Abilities
Personal Development Programmes
Synthesisers of Assessment Information
APPENDIX 6 Ð- APU POLICY ON APL ANGLIA POLYTECHNIC UNIVERSITY
History and mission
AP(E)L Development
AP(E)L Policy
Costs
Procedures
Student information and guidance
Assessment and accreditation
APPENDIX 7 Ð- SELF ASSESSMENT ESSAY WRITING GRID COULD TRY HARDER – A SUMMARY OF STUDENTS PERCEPTIONS OF ASSESSMENT IN SCHOOLS (2000) QUALIFICATIONS AND CURRICULUM AUTHORITY (QCA)
The LEARN Project: Learners expectations of assessment requirements nationally
APPENDIX 8 Ð- SELF ASSESSMENT ESSAY WRITING GRID (REFERENCE WWW.GEOFFPETTY.COM PAPER ON FEEDBACK MEDALS AND MISSIONS)
ESSAY WRITING ASSESSMENT PROFORMAS
CRITERIA
SELF-ASSESSMENT
TEACHER ASSESSMENT
APPENDIX 9 Ð-CLASSROOM QUESTIONING SUMMARY OF RESEARCH – (REFERENCE CLASSROOM QUESTIONING (COTTON, 2001, P. 1 WWW.NWREL.ORG/SCPD/SIRS/3/CU5.HTML)
Classroom Questioning
MAPPING AP (E) L:
Accreditation of Prior Experiential Learning in English Higher Education Institutions
Learning from Experience Trust
EXECUTIVE SUMMARY
Innovation