Assessment

"Assessment is often described as having two purposes: one lies in measuring someone's performance to communicate it to the outside world; the other in helping the student to learn. The NUS, and many academics who study assessment, argue that there is currently too much emphasis on the former at the expense of the latter." Rebecca Attwood Adapted


NATIONAL UNION OF STUDENTS' PRINCIPLES OF EFFECTIVE ASSESSMENT, UK.

1. Should be for learning, not simply of learning
This positions assessment at the heart of learning rather than it serving as a simple add-on at the end of the process.

2. Should be reliable, valid, fair and consistent
It is crucial for staff, students and employers to have confidence in the assessment processes and their outcomes.

3. Should consist of effective and constructive feedback
Effective feedback on assessment is a crucial aspect of assessment processes and a key feature of enhancing the learning process.

4. Should be innovative and have the capacity to inspire and motivate
Formative assessment practices have the potential to inspire and motivate, and this aspect can be captured by innovative approaches, including those making use of new technology.

5. Should measure understanding and application, rather than technique and memory
Assessments need to have a holistic approach that transcends the particular method being used; only this will truly test and reflect levels of learning.

6. Should be conducted throughout the course, rather than being positioned as a final event. Positioning assessment as an integral part of the course helps facilitate continuous learning.

7. Should develop key skills such as peer and reflective assessment
Not only do such mechanisms allow students to receive extra feedback on work beyond that of their tutor, they also help develop the key skill of self-reflection.

8. Should be central to staff development and teaching strategies, and frequently reviewed
Assessment processes must be innovative and responsive to learners' needs, and as such they need to be central to staff development and teaching strategies.

9. Should be of a manageable amount for both tutors and students
While assessment should be placed in a central role in learning, for it to be effective neither tutor nor student should be overburdened.

10. Should encourage dialogue between students and their tutors and students and their peers (Mutual Goals)
It is important that students and staff share the same definitions and ideas around standards. This can be fostered by increased dialogue and engagement.

"'Fitness for purpose' - To give them the maximum opportunity to perform you want to provide a wide variety of opportunities. Somebody who is not terribly good at writing essays may be very good at presenting a paper or doing a project. The more kinds of assessment you use, the more you get a proper picture of what the student can really do." Patricia Broadfoot

They say that we live in an A.D.D. (Attention Deficit Disorder) society and that we are bombarded with: ==> so much advertising ==> so many refined foods ==> and literally thousands TV channels, it is not surprising that more and more people are turning out to have ADD than ever before...

"The difference between great people and everyone else is that great people create their lives actively, while everyone else is created by their lives, passively waiting to see where life takes them next. The difference between the two is the difference between living fully and just existing." Michael E. Gerber