Assessment is a way of finding out if learning has taken place. It enables you to ascertain if your learner has gained the required skills, knowledge, understanding and/or attitudes and behaviours needed at a given point in time, towards their learning programme.
Assessment also provides your learners with an opportunity to demonstrate what progress they have made and what they have learnt so far. If you don’t plan for and carry out any assessment with your learners, you will not know how well, or what they have learnt.
Assessment is not another term for evaluation; assessment is of the learners whereas evaluation is of the programme.
You are therefore constantly making judgements and you should also be aware of the impact that your comments and grades can have on your learners’ confidence when you make a decision and give feedback. Comments which specifically focus on the activity or work produced, rather than the individual, will be more helpful and motivating to your learners.
End-point assessment is the term used in apprenticeship programmes. The end-point assessor is independent from the person who has trained the apprentice, and only assesses at the end of the programme.
Scroll to the end of this page for resources regarding assessment.
Scroll to the end of this page for downloadable assessor resources and templates.
The following text is adapted from the book in the picture: Principles and Practices of Assessment.
Assessment types relate to the purpose of assessment i.e. the reason assessment is carried out. Types include:
initial (at the beginning and often referred to as assessment for learning)
formative (ongoing to check progress)
summative (at the end to confirm achievement, often referred to assessment of learning)
holistic (assessing several aspects of a programme or qualification at the same time).
Assessment methods are how the type will be used, i.e. the activities to assess learning and make a decision as to progress and achievements, for example: questions; discussions; observations; tests and assignments.
All assessment methods should be suited to the level and ability of your learners. A level 1 learner might struggle to write a journal; a level 2 learner may not be mature enough to accept peer feedback; a level 3 learner may feel a puzzle is too easy, and so on.
Assessment types and methods are used to help make a judgement about a learner's knowledge and performance. This can be towards the ongoing progress they are making, or to determine what they have achieved.
Scroll to the end of this page for resources regarding assessment.
Principles of assessment relate to how the assessment process is put into practice. Two important principles are known as VARCS and SMART.
Following VARCS will help ensure assessment is conducted and assessed correctly.
Valid – the work is relevant to what has been assessed and is at the right level.
Authentic – the work has been produced solely by the learner.
Reliable – the work is consistent over time.
Current – the work is still relevant at the time of assessment.
Sufficient – the work covers all of the requirements at the time.
Planning SMART assessment activities will ensure all the assessment requirements will be met by learners, providing they have acquired the necessary skills and knowledge beforehand.
Specific – the activity relates only to what is being assessed and is clearly stated.
Measurable – the activity can be measured against the assessment requirements, allowing any gaps to be identified.
Achievable – the activity can be achieved at the right level.
Relevant – the activity is suitable and realistic, relates to what is being assessed and will give consistent results.
Time bound – target dates and times are agreed.
The assessment process should always be:
ethical: the methods used are right and proper for what is being assessed and the context of assessment. The learner’s welfare, health, safety and security are not compromised.
safe: the learner’s work can be confirmed as valid and authentic. There should be little chance of plagiarism, confidentially of information should be taken into account and learning and assessment should not be compromised in any way, nor the learner’s experience or potential to achieve. Safe in this context does not relate to health and safety but to whether the assessment methods are sufficiently robust to make a reliable decision.
fair: the methods used are appropriate to all learners at the required level, taking into account any particular needs. All learners should have an equal chance of an accurate assessment decision.
Formal assessment means the results will count towards something, such as a qualification or an apprenticeship.
Informal assessment helps you measure how your learners are progressing at a given point. It's also a way to plan for further learning and development.
You will need to plan ahead with your learners as to what will be assessed and when. The WWWWWH approach is useful:
Make sure you keep records of everything, to prove each learner's progress and achievement. Examples of assessment records (as templates) and completed examples are available in the resources section at the end of this page. Just scroll down until you see AT001 and A9059.
Technology can be combined with traditional methods of assessment; for example, learners can complete a written assignment by word-processing their response and submitting it by e-mail or uploading it to a virtual learning environment (VLE), or a cloud based application.
Combining methods of assessment also promotes differentiation and inclusivity; for example, learners could access and complete assessment activities online to test knowledge but be observed in person to assess performance.
If your role involves the assessment of learning, whether in a classroom, the workplace or another setting, there are often risks involved.
These risks don’t always relate to health, safety and welfare, but to the assessment process and the decisions made.
See the list below for examples.
(in alphabetical order)
a lack of confidence by the assessor to make correct decisions
a lack of standardisation activities leading to one assessor giving more of an advantage to a learner than another assessor of the same subject
a learner copying another learner’s work
a learner’s lack of confidence or resistance to be assessed
an assessor not taking into account a learner’s particular needs
an unsuitable environment for assessment to take place
answers to questions being obtained inappropriately by learners, which leads to cheating
assessing relatives or not disclosing conflicts of interest
assessing written work too quickly and not noticing errors, plagiarism or cheating
assessors giving learners the answers or doing some of the work for them
assessors using leading questions to obtain the correct answers they require
assessors visiting unfamiliar places and under pressure to arrive by a certain time therefore rushing an assessment activity
awarding organisations prescribing assessment methods which might not complement the qualification; a learner’s needs or the learning environment
changes to qualifications or standards not being interpreted correctly by assessors, or not being communicated to assessors by others
employers who are not supportive of assessment in the workplace, or are not good at communicating with the assessor regarding the learner's progress and achievements
favouritism and bias by an assessor towards some learners over others
feedback to the learner which is unhelpful or ineffective
high turnover of staff resulting in inconsistent support to learners
ineffective internal quality assurance system
instructions too complex or too easy for a learner's ability
insufficient or incorrect action/assessment planning
internal and external quality assurance action points not being correctly communicated to those concerned, or not carried out
lack of resources or time to perform the assessment role correctly
learners creating a portfolio of evidence which is based on quantity rather than quality, i.e. submitting too much evidence which does not meet the requirements
learners not registered with an awarding organisation prior to being assessed for a qualification
learners submitting the work of others as their own
learners using quotes from others when answering theory questions and not referencing them, leading to plagiarism
marking and grading carried out incorrectly by assessors
misinterpreting the assessment requirements and/or criteria (by learners and assessors)
pressure on assessors to pass learners quickly due to funding and targets
time pressures and targets put upon learners
unreliable witness testimonies from the workplace
unsuitable assessment methods i.e. an observation when questions would suffice
unsuitable assessment types i.e. summative being used instead of formative
unwelcome disruptions and interruptions when assessing, such as noise or telephone calls.
Once assessment has taken place, you will need to make a decision as to your learner's progress and achievements, and then provide feedback.
You must always remain objective, i.e. by making a decision based on your learner’s competence towards set criteria. You should not be subjective, i.e. by making a decision based on your own opinions or other factors such as your learner’s personality. When making a decision, you will need to base it on everything you have assessed. If you are observing a learner’s skills, you could follow this up by asking questions to check their knowledge and understanding.
You may find, when assessing, that your learners haven’t achieved everything they should have. You need to base your decision on all the information and evidence available to you at the time. If your learner has not met all the requirements, you need to give constructive feedback, discuss any inconsistencies or gaps, and give advice on what they should do next. If your learner disagrees with the assessment process or your decision, they are entitled to follow your organisation’s appeals procedure. Don’t get too engrossed with your administrative work or form filling when making a decision, that you forget to inform your learner what they have achieved.
Feedback can be given informally, for example during a discussion, or formally after an assessment activity. Feedback can be verbal or written depending upon the type of assessment you have carried out. If you are with your learners, for example, observing an activity, you can give verbal feedback immediately (but do keep written records too). If you are assessing work which has been handed in for marking, you can give written feedback later. Written can also mean electronically.
It's always useful to start by asking your learner how they think they have done. This gives them the opportunity to identify their own mistakes before you have to tell them. Comments which specifically focus on the activity or work produced, rather than the individual, will be more helpful and motivating to your learners.
The advantages of providing feedback are that it:
can boost your learner’s confidence and motivation
creates opportunities for clarification, discussion and progression
emphasises progress rather than failure
enables your learner to appreciate what they need to do to improve or change their practice
identifies further learning opportunities or actions required
informs your learner of what they have achieved.
You should always provide feedback in a way which will make it clear how your learner has met the requirements, what they have achieved (or not) and what they need to do next.
Please contact me if any of these links no longer work.
If you are working towards an assessment qualification, guidance for completing the units can be found by scrolling down this page until you see the heading Level 3 Assessment.
Information Leaflet - Key Concepts and Principles of Assessment (£1.50)
7 pages covering: • Why should assessment take place? • The key concepts of assessment • Principles of assessment • VARCS & SMART • Role & responsibilities of an assessor • Regulations & legislation relating to assessment • Policies and procedures • Reading list • Website list
Handout – Table of Assessment Methods &
Strengths and Limitations (£2.50)
14 pages of information detailing over 45 different assessment methods & activities, along with the strengths and limitations of each.
Table of Assessment Types (£1.50) (Ref A9050)
3 pages of information detailing over 40 different assessment types.
Template - Initial Assessment (in Word) (£2.00) (Ref AT018B)
2 page template with 10 initial assessment questions for potential applicants to complete. Can be used/adapted to gain information prior to learners commencing.
Information leaflet - Involving Learners and Others in the Assessment Process (£1.50)
5 pages covering • How to involve learners in the assessment process • Self-assessment: examples, advantages and limitations • Peer-assessment: examples, advantages and limitations • Questioning • Involving others in the assessment process • Sources of information • Reading list • Website list
Information leaflet - Making Assessment Decisions and Providing Feedback (£1.50)
6 pages covering • How to make a decision • Factors influencing decisions • Appeals and complaints • What is feedback? • Different feedback methods • How to provide feedback • Feedback hints • Reading list • Website list
Information leaflet - Record Keeping (£1.50)
3 pages containing covering • Reasons for record keeping • Examples of records • Data Protection • Confidentiality • Freedom of Information Act (2000) • Assessment records • Examples of assessment records • Reading list • Website list
(See below for sample records and completed examples)
Templates – A full set of assessment records (in Word) (£3.00)
Can be used by assessors who do not have their own assessment record system
5 templates in Word (with instructions) for you to amend to suit your own requirements: initial & diagnostic assessment, action plan, assessment plan, feedback and action record, assessment tracking sheet. They can easily be amended to suit your own requirements.
Completed examples are available to purchase below: Ref A9059
Completed example of a full set of assessment records (£4.00)
5 completed examples of initial & diagnostic assessment, action plan, assessment plan, feedback and action record, assessment tracking sheet.
A set of blank templates in Word is available to purchase above: Ref AT001
Reading lists for assessment can be found by clicking here.
Resources to support teachers and learners of the assessment qualifications can be found by clicking here.
Online modules for assessors can be found by clicking here.
Videos regarding assessment can be seen by clicking here.
You can read my blog regarding the basics of assessment on the Cambridge Assessment website.