Assessment can be described as systematic method that procedures a learner's competence, including skills, understanding, understanding and attitudes, to execute to a group of defined specifications either business or academic. Assessment can be aimed at improving performance with the learner and motivating the learner to accomplish their total potential and measuring achievements. To achieve these kinds of aims all assessment must adhere to a collection of key principles and principles.
Principles of analysis include:
•Accountability – assessor needs to be accountable to the student, the organisation / organisations and the imparting bodies.
•Achievement – info for equivalent purposes and funding functions
•Assessment strategies – individualised methods of assessment
•Benchmarking – comparing overall performance standards of assessors, scholars and the recognized standards for a particular subject area resistant to the learner's current position.
•Evaluation – quality assurance and inside verification should be in place to ensure best practice.
•Assessment strategies – conformative and summative assessment - internally or externally devised which are suit for goal, ie evaluation of sensible skills will include practical tests to ensure validity rather than testing.
•Progression – what is the learner going to do next? This can incorporate progression routes to higher requirements or help with functional skills such as numeracy or literacy
•Transparency – everyone involved in the assessment procedure has a crystal clear understanding as to what is expected, including students, line managers, organisation, awarding authorities. This consists of assessor meaning of the evaluation requirements and keeping information of learner's progress, that are accessible to all or any involved in the assessment process.
•Types of assessment must be included - preliminary, diagnostic, conformative and summative assessment.
-initial assessment takes place at the beginning of the system to identify the learner's beginning...