Purposes and types of assessment used in education and training

Last Updated on 03/09/2023 by James Barron

Abstract

This paper delves into the various assessment methods employed in educational settings, spanning initial interviews to diagnostic, formative, and summative evaluations. Special emphasis is placed on the benefits and drawbacks of each method, as well as the accommodations provided for students with special needs, to ensure an equitable assessment environment.

Introduction

Assessments are integral to the educational experience, playing a pivotal role in gauging a student’s understanding, skills, and capabilities. They serve both as a metric for instructors to refine their teaching methods and for students to identify areas of improvement. This document provides a comprehensive review of multiple assessment techniques, ranging from initial interviews, which act as gateways to courses, to the more familiar formative and summative assessments. Each method is scrutinised for its efficacy and potential pitfalls. Furthermore, the study sheds light on the provisions made for students with disabilities, underscoring the importance of inclusivity in modern educational practices. Through this exploration, readers will gain a holistic understanding of the multifaceted world of academic assessments.

Initial Assessment and Interview Process

The first assessment that a student faces upon joining the course is an initial assessment in the form of an interview, during this interview the student’s A level results will be checked to ensure they meet the minimum requirements of the course. This is also the ideal opportunity to ascertain why the potential student has applied for the course and what they are hoping to achieve, along with any specific additional support needs. When teaching a level 3 course it is also essential for students to have a Maths or English qualification, if one of these qualifications has not been obtained they will not be able to join the course and a lower level course will be required. The initial assessment that is used to interview students is far from perfect, there will be aspects of the student’s ability that are missed, possibly resulting in a place on the course not being offered.

Diagnostic Assessment: Unearthing the Gaps

The next form of assessment for students is a diagnostic assessment in which their current level of skill, knowledge, ability and understanding are assessed. This provides a base line for each learner that will demonstrate their strengths and weakness within the subject, highlighting gaps in their understanding and allowing teaching to be targeted to specific required areas. This assessment may not provide sufficiently accurate results to base teaching upon, for example, I recently had a group that had studied introduction to Java programming two years prior. After an in-depth discussion with all the students they appeared as if they had retained the information well, meaning several of the early lessons could be skipped in favour of more complex material. After a practical diagnostic assessment, it became clear that the students had retained the theory but not the practical application.

Formative Assessment: Observations and Discussions

During teaching I am continuously checking learning in the form of formative assessment, the two primary methods I use are observations and discussions. Using observations as an informal performance monitoring method of tasks is excellent for gauging how much information students have retained. Observations clearly show how well students are able to complete practical tasks. There are negatives to observations, many students will become nervous when I am observing their work and may not perform at their highest level. Another formative assessment method is discussions, which allow students to talk about a specific subject with varying degrees of freedom. A discussion requires careful management to ensure the conversation remains on topic and all students are involved, this can be a major issue when using discussion as an assessment method as shy students will do their best to remain silent. Discussions suit learners with aural learning preference and can also be used to support learners with visual impairment

Summative Assessment: Exams and Their Implications

At the end of each semester there is a formal summative assessment that goes towards the students’ final grade. This summative assessment is in the form of an exam, it is a formal activity that must be completed within a set time period, the activity is normally written but oral examinations are also common. This summative assessment will motivate many students who perform well in exam conditions; however, many learners will be anxious and may perform worse than if the conditions had been less formal. There are many negatives to exams, such as some students will only learn enough to pass the exam, limiting their potential. Many exams only test a students’ memory, with those students who can recite information quickly and easily performing best.

Accommodations for Students with Special Needs

When I am exam invigilator I provide additional time for students with dyslexia, the exam papers are also available in different colours and coloured overlays are available for students if required. The same exam paper is also available in a larger font to assist students with visual impairment and a digital copy is provided in order to be used with computer screen readers for students with severe visual impairment.

Conclusion

Assessments, in their various forms, play a fundamental role in shaping the educational trajectory of students. From the preliminary stages of interviews to the final summative evaluations, each method offers unique insights into a student’s academic journey. While each assessment technique has its advantages, they are not without their limitations, underscoring the necessity for continuous refinement in our approach. Furthermore, the provisions for students with special needs highlight the evolving nature of education, which is increasingly recognising the importance of inclusivity and equity. As educators, it is imperative to continually assess our assessment methods, ensuring they not only measure knowledge but also foster an environment of growth and understanding for all students.

Further reading

Assessment for Learning: Putting it into Practice by Paul Black, Christine Harrison, Clare Lee, Bethan Marshall, and Dylan Wiliam.

This book delves deeply into the concept of formative assessment and how it can be effectively implemented in classrooms to enhance student learning.

Inclusive Assessment and Accountability: A Guide to Accommodations for Students with Diverse Needs by Sara E. Bolt and Andrew T. Roach.

This book provides comprehensive information on inclusive assessment practices, especially for students with special needs.

How to Create and Use Rubrics for Formative Assessment and Grading by Susan M. Brookhart.

Brookhart provides insights into creating clear, effective rubrics for evaluating student work. The book elaborates on how educators can use these tools to support both teaching and learning. It’s particularly useful for those wanting a hands-on approach to assessment that can be customised to different educational settings and objectives. This practical guide includes examples and explains the role of rubrics in formative assessment, making it an invaluable resource for educators aiming for comprehensive assessment strategies.

Assessment for Learning Project

This site is dedicated to advancing the effective use of formative assessments to support student learning. It provides practical tools and community support for educators.

Website URL: http://www.assessmentforlearningproject.org/

National Center on Educational Outcomes (NCEO)

NCEO provides research and resources on educational assessments, especially focusing on students with disabilities and English Language Learners. They have a plethora of publications on inclusive assessment practices.

Website URL: https://nceo.info/

Learning Forward

Learning Forward is a professional association dedicated to advancing professional learning for student success. Their website offers extensive resources, research, and strategies related to effective teaching practices and assessment. The organisation frequently hosts webinars, publishes articles, and offers tools for educators aiming to improve their assessment techniques and overall teaching methodology.

Website URL: https://learningforward.org/

FAQs

What is the purpose of assessment?

The purpose of assessment is to systematically gauge a learner’s knowledge, skills, and abilities, providing feedback to inform instructional decisions and enhance learning outcomes. It serves as a tool for educators to identify strengths and areas for improvement in both teaching methods and student comprehension. Furthermore, assessments validate and ensure the effectiveness of educational programs, guiding adjustments to meet diverse learners’ needs.

What are the 7 principles of assessment?

The seven principles of assessment are foundational guidelines ensuring assessments are effective and equitable. These principles include: clarity of purpose, relevance, validity, fairness, reliability, manageability, and continuous reflection and review. Collectively, they ensure that assessments are meaningful, accurate, and promote genuine understanding and improvement in the learning process.

What are the 5 purposes of assessment in education?

In education, the five primary purposes of assessment are to: gauge student understanding and progress, provide feedback to educators about instructional effectiveness, guide curriculum and lesson planning, offer insights for setting learning goals, and serve as a measure for accountability in schools and other educational establishments. Through these purposes, assessment informs both teaching and learning, ensuring that education is tailored to meet students’ needs. Collectively, they contribute to a comprehensive understanding of educational outcomes and the continuous improvement of the teaching and learning process.

How do cultural differences and backgrounds impact the effectiveness and fairness of assessments?

Cultural differences and backgrounds can influence how students interpret and respond to assessment items, potentially leading to misrepresentations of their actual knowledge and skills. Assessments that aren’t culturally sensitive can inadvertently favour certain groups, introducing bias and making the results less valid for diverse populations. Thus, it’s crucial for educators to design and implement assessments with cultural inclusivity in mind, ensuring fairness and accuracy for all students.

What are the long-term impacts on students who consistently perform poorly on standardised assessments?

Students who consistently perform poorly on standardised assessments may experience diminished self-esteem, leading to decreased motivation and engagement in their educational journey. Over time, they might internalise these negative outcomes, developing a fixed mindset about their abilities and potential, which can limit future academic and career opportunities. Furthermore, consistent underperformance can result in missed educational interventions or supports, leaving underlying learning challenges unaddressed and perpetuating the cycle of struggle.

How do digital technologies and online learning environments impact traditional assessment methods and their effectiveness?

Digital technologies and online learning environments introduce new tools and formats for assessments, allowing for more dynamic, interactive, and personalised testing experiences. However, they also pose challenges in ensuring the integrity of the assessment, as remote settings can make it harder to monitor for academic honesty. Furthermore, the effectiveness of digital assessments may be influenced by a student’s access to reliable technology and their digital literacy skills, potentially introducing new disparities in outcomes.

Are there alternative assessment methods that might better cater to diverse learning styles than the ones mentioned?

Alternative assessment methods, such as project-based assessments, portfolios, and peer evaluations, cater to diverse learning styles by allowing students to showcase their understanding in varied and personalised ways. Performance-based tasks, where students demonstrate skills or competencies in real-world scenarios, can benefit kinesthetic and experiential learners. Oral presentations or mind-mapping can also provide avenues for auditory and visual learners, respectively, to express their grasp of the content more effectively.

How do educators ensure that the assessment tools themselves remain up-to-date with the ever-evolving curriculum and teaching methodologies?

Educators frequently review and revise assessment tools in collaboration with curriculum developers, ensuring alignment with current learning objectives and teaching strategies. They also participate in professional development and training sessions, staying informed about the latest educational research and best practices in assessment. By gathering feedback from students, peer educators, and utilising data-driven insights, they can refine and adapt assessments to better match the evolving educational landscape.