enabling learning and assessment
Title Enabling learning and assessment Assessment is essential in teaching throughout any subject or course in practical and theory work. First initial assessment is used to ensure students are on the correct course. Once learning starts differentiated formative assessments are carried out throughout ending with summative assessment which usually warrants a grade or a pass. Due to the importance of assessment in teaching it helps to use VACSR to insure all elements are covered. VACSR are the initials for five elements of assessment. Starting with Validity which ensures the content of the course is covered. Petty states “validity of an assessment depends on whether it actually measures the knowledge or skills it is designed to assess”(Petty,2005 p500). For example would asking students to list the procedure to spray a car panel be as valid as observing them spraying a panel in the workshop demonstrating procedure and techniques resulting with a finished sprayed panel.
Validity also covers whether the appropriate language has been used for the level the students are aiming to succeed in. An example of this could be level 4-5 wording used while testing level 3 course. This also relates to fairness which is integrated into all elements of VACSR.
Learners may be very good at a subject but assessing them with questions they do not understand would be unfair so would not be valid. Authenticity covers more than simply questioning whether it is learners own work Petty states “authentic-if you want to measure a student’s ability to design; it would not be realistic to give them a design problem to solve in half an hour. That’s not how designers work”. (Petty, 2005 p502). This statement shows there are crossovers in VACSR which is fine as long as all elements are covered. Authenticity can be hard to identify in some assessments such as essay writing and homework.
Using paperrater.com can help identify plagiarism but it would not be able to tell if
Validity also covers whether the appropriate language has been used for the level the students are aiming to succeed in. An example of this could be level 4-5 wording used while testing level 3 course. This also relates to fairness which is integrated into all elements of VACSR.
Learners may be very good at a subject but assessing them with questions they do not understand would be unfair so would not be valid. Authenticity covers more than simply questioning whether it is learners own work Petty states “authentic-if you want to measure a student’s ability to design; it would not be realistic to give them a design problem to solve in half an hour. That’s not how designers work”. (Petty, 2005 p502). This statement shows there are crossovers in VACSR which is fine as long as all elements are covered. Authenticity can be hard to identify in some assessments such as essay writing and homework.
Using paperrater.com can help identify plagiarism but it would not be able to tell if
Bibliography: Adult.com online http://712educators.about.com/od/teachingstrategies/a/veterantips.htm accessed 5/10/13 Petty G [2009] Teaching today 4th edition Nelson thorns Roggers J (2013) DTLLS Hand-out Waltham forest college Tummons J (2007) Assessing learning in the lifelong learning sector 2nd edition