Assessment

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Assessment by Mind Map: Assessment

1. This would provide physical proof to the teacher that the educational / prior learning claims made are in fact true, and that the student has the required academic background.

1.1. Unfortunately Certification / Portfolios can get lost over time and may not always be available.

2. Initial. This is a crucial part of the learning journey. It provides the information needed to decide a learner's starting point. It is the benchmark from which learners' progress and achievement can be measured.

2.1. Application Forms.

2.1.1. This is a "first stift" process. It allows the applicant an opportunity to create an initial picture of themselves, which would include their academic achievements. However, it does not demonstrate whether they have retained their academic skill.

2.2. Interview

2.2.1. A great opportunity to interact with a potential student face to face. Observations can be made, questions asked which help to validate any academic claims previously made. Can be used as an Initial or Diagnostic Assessment tool.

2.2.1.1. An opportunity for both student and teacher to ask questions of each other to establish suitability and viability

2.3. Certification & C.Vs

2.3.1. Provides the first evidence of a candidates suitability and possible academic commitment.

3. Diagnostic. This form of assessment is an essential device in a teacher’s & assessors tool kit. It can be used to diagnose strengths and areas of need in all students & teachers. It can validate pre-stated qualifications, i.e has the student retained the educational knowledge previously acquired and it can be used to validate an existing teacher / instructor.

3.1. Interview

3.1.1. Following on from the 1st interview, this could be an opportunity to delve deeper into a students academic and educational history.

3.1.1.1. Asking Subject specific questions, looking for technical detail. Is the candidate up to date with level of knowledge?

3.2. Quiz

3.2.1. An informal way of establishing the starting point of the pupils educational journey.

3.2.1.1. Closed Questions

3.2.1.1.1. A closed question can be answered with either a single word or a short phrase

3.2.1.2. Multiple Choice

3.2.1.2.1. Consists of several possible answers from which the correct one must be selected.

3.2.1.3. Open Question

3.2.1.3.1. An open question is likely to receive a long answer with more detail.

3.3. Present Evidence / Certification of claims made in application / CV.

3.4. References

3.4.1. Another valuable resource which may help to confirm a students viability. This could also help to identify a students strengths and weaknesses, which would help the teacher identify the preferred methods of teaching most likely to appeal to the student.

3.5. Entrance Exam

3.5.1. A formal process which would clearly define the required academic standards. Does the student still have the skills and knowledge they claim to have?

3.5.1.1. This provides the teacher with a clear picture of the students abilities.

3.5.1.2. This provides the pupil / candidate with a valuable snap shot of their educational ability. They may have had to study for the exam which will have sharpened their knowledge or they may not perform as well as expected.

3.6. Observation / Practical

3.6.1. For practical subjects, this is the most obvious form of assessment: watch someone doing something to see if they can do it properly. Not only would this apply to students but also teachers who could be assessed by an internal or external verifyer as part of their ongoing development and qualification.

3.6.1.1. Should be Observed in this instance by either Academia Head / Teacher or Internal / External Verifyer.

4. Formative. This refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify areas that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support.

4.1. Mock Exam

4.1.1. This prepares the student for the summative assessment / formal exam or assignment. It also helps the teacher to identify and gaps in the students knowledge.

4.1.1.1. Adjudicated by Teacher or Internal Verifyer

4.2. Quiz

4.2.1. Helps to establish the same position as a mock exam, but should be done in a more light hearted and less formal way, and places the students under less pressure.

4.2.1.1. Students can be tasked with writing the quizes and adjudicating them.

4.3. Recap Sessions

4.3.1. This helps to consolidate the previous session / unit. Provides an additional opportunity for students to ask questions and for the teacher to cover all subject matter.

4.3.1.1. Ideally led by the session or unit leader.

4.4. Observation / Practical

4.4.1. For practical subjects, this is the most obvious form of assessment: watch someone doing something to see if they can do it properly. Not only would this apply to students but also teachers who could be assessed by an internal or external verifyer as part of their ongoing development and qualification.

4.4.1.1. Some students may be more practical than theoretical.

4.4.1.1.1. Observed by Teacher / Peers i.e fellow students or internal verifyer.

4.5. Essay / Assignments

4.5.1. A method used to demonstrate that a student has clearly understood the subject matter and can clearly transpose the new knowledge into a written format. This can be more controlled by adding, time frames and word count.

4.5.1.1. Feedback can be given by the teacher via discussion / written report / critique.

4.6. Role Play

4.6.1. Dependent on subject this is very useful to observe how a student practically applies the absorbed knowledge.

4.6.1.1. Not good for students who are shy and introverted.

4.6.1.1.1. A great opportunity for peer feedback as this is ideal for additional learning.

4.6.1.2. Great for students who are outgoing.

4.7. Discussions

4.7.1. A highly valuable tool for both students and teachers. However, rules must be set. i.e Respect opinions, listen to others, etc.

4.7.1.1. Teachers should make sure all students become involved and the session isn't dominated by the more opinionated members.

4.8. Syndicate Work

4.8.1. Breaking down the students into smaller teams to achieve a desired task.

4.8.1.1. Inspires teamwork, pools ideas and creativity, provides an opportunity for the more shy students to have a voice.

4.8.1.1.1. Facilitated by the teacher, however an opportunity to appoint "Team Leaders" for individual development.

4.9. Peer / Self Assessment

4.9.1. Self and peer assessment are important aspects of assessment for learning practice. Assessing their own work or that of others can help pupils develop their understanding of learning objectives. Pupils make more progress when they are actively involved in their own learning and assessment.

4.9.1.1. This is also a useful process for that of the Teacher. It provides useful information on the effectivness of teaching styles / content and format

4.10. Reflective Log / Journal

4.11. Course Evaluation Feedback Form

5. Summative. Theses are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, program, or school year.

5.1. Formal Exam

5.1.1. A formal test of a Students knowledge or proficiency in a subject or skill

5.1.1.1. Driving Theory, GCSEs, A Levels, Degree etc

5.1.1.1.1. Assessed by Teachers / Internal & External Verifyer

5.2. Essays / Assigments

5.2.1. A method used to demonstrate that a student has clearly understood the subject matter and can clearly transpose the new knowledge into a written format. This can be more controlled by adding, time frames and word count.

5.2.1.1. Assessed by Teachers / Internal & External Verifyer

5.3. Observations / Practical

5.3.1. For practical subjects, this is the most obvious form of assessment: watch someone doing something to see if they can do it properly. Not only would this apply to students but also teachers who could be assessed by an internal or external verifyer as part of their ongoing development and qualification.

5.3.1.1. An example would be the National Driving Test

5.3.1.1.1. Assessed by Teachers / Internal & External Verifyer

5.4. Case Studies

5.4.1. This would be a process or record of research into the development of a particular person, group, or situation over a period of time.

5.4.1.1. Assessed by Teachers / Internal & External Verifyer

6. E Learning. Quite simply, e-learning is electronic learning, and typically this means using a computer to deliver part, or all of a course whether it's in a school, part of your mandatory business training or a full distance learning course. However this would require students to have an understanding of Information Technology.

6.1. On line Quiz

6.1.1. A good resource for distance / home learning

6.2. Learn Pro

6.2.1. learnPro ias a comprehensive portfolio of cloud based educational software solutions to meet the educational needs of multiple organisations.

6.3. Emaze

6.3.1. An online resource which helps to create visually stunning presentations.

6.4. Mindmeister

6.4.1. An online resource which helps students and teachers create visual mind maps.

6.5. Kahoot

6.5.1. A fun way of creating an online quiz to keep students engaged.

6.5.1.1. Requires students to have on line access via smart phone / tablet / laptop or PC., via either wifi or intranet.