Learning Outcome 3 – Understand how to plan assessment
3.1 Summarise key factors to consider when planning assessment
The key factors Learners may identify the key factors when planning for for an assessment are as follows:
Is the candidate ready?
The learner must have had sufficient time leading up to the assessment, opportunity for reflection and revision, and feedback from the assessor in formative tasks so as to prepare the learner for the assessment. I find that formative quizzes and 1-1 questioning can be useful in determining a learners suitability prior to an assessment. This also provides a chance to intervene and guide a learner with feedback if they are yet to prove understanding on a subject.
Recognising prior learning of the learner is important here so gauging the understanding of the learner through methods/ activities such as observation in performance and/or evidence through discussion can provide the assessor with evidence of just how much each learner knows already/ how to pitch the assessment. This helps the assessor create assignments that are original, challenging, engaging, and able to build upon what is already known by a new cohort.
Gathering information of a students knowledge/ understanding through tests and multiple-choice questions on the online social media platform Senior helps me instantly see the marks of quizzes I have created to see how much has been understood. Homework tasks that ask for written assignment evidence from lsarners, reflective journal vlog or podcast, verbal questioning, and other naturally occurring evidence helps me keep updated throughout the learners progress. I can meet the specific learners’ needs once I have seen their base level and can work from that as their starting point on the course.
Suitable time timing of assessment
The different stages of assessment are timed to provide informational the learner journey throughout the course.
Beginning with the initial assessment a learner can be tested for literacy, numeracy, and ICT skills prior to being accepted on a course. This helps the programme leaders determine the suitability of the candidate whilst gathering pre-course quantitative data that can inform the Learner Profile for the student at the organisation. This in turn helps the assessor build up the data relating to previous learning, assessment needs, and other crucial information such as learner ambitions, which will help the assessor design relevant, fair, testing assessments for the learner.
Formative feedback is important for the learner as often as is possible in the construction of a scheme of work. Tests, questioning, informal assessments, and observations can be used to gather evidence of a learners progress and understanding of a subject.
The summative assessment needs to provide an opportunity for the learner at the end of a Unit or course to show as much of their learning as possible. The tasks should be suitable for both the less and more able students with opportunities for the learner to demonstrate how much they have learnt from the lectures and formative assessments leading up to this assessment.
Convenience for the workplace
The assessment should be planned to utilise the resources available. PC/Mac’s, equipment, and locations have to be suitable/ booked in advance to ensure that it does not interfere with any other course plans.
The assessment must be convenient and in a suitable place for the context eg a multi-camera assessment is best suited to a studio set up whereby all camera, tripod, lights, and other relevant equipment must be tested for the learners prior to the assessment. Fairness and consistent standardisation of the set-up [as well as a Health and Safety risk assessment] is essential as well for both the organisation and the learner. This ensures that the learner is tested and assessed in an environment that abides by educational and industry regulations and standards. By doing this the learner and employer needs are met and a consistent, professional, and prepared environment is provided for the assessment to take place.