The Principles of Assessment
Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Organiser: Dr Anna McCormack Colbert
Overall aims and purpose
- The module provides an introduction to the theory of psychometric assessment of intelligence, the methodology of test standardisation, assessment and identification of, for specific learning difficulty/dyslexia and co-occurring difficulties;
- Students will be encouraged to compare and reflect on different kinds of assessment and critically analyse the strength and weaknesses of these, in particular of normative and criterion referenced assessment. Basic standardisation and scaling will be explained;
- The course will disseminate information about i) the resources available to teachers for assessment of cognitive abilities and attainment in literacy and numeracy. Critical evaluation of these will be undertaken;
- Students will be provided with information about the methodology of assessment, oral reporting and report writing and the ethical considerations relating assessment to disability legislation and data protection. They will be able to make an informed choice of tests to suit the needs of different pupils and
- In order to gain experience of practical assessment, students will carry out three assessments of selected pupils/students in their own home area/place of work. At least part of the assessment will be observed by a peer and a course tutor. Critical evaluation and feedback will be given;
- A range of specific learning difficulties that are co-morbid with dyslexia will be considered. This will include definition, aetiology and assessment.
This module is intended to introduce teachers to the theory of psychometric and informal assessment. Participants will be helped to reflect on the purposes of normative and criterion referenced assessment and to appraise critically a range of materials that are available for use by teachers. They will also be introduced to the development of informal assessment and clinical observation. Opportunities will be given for practice in administering tests. The range of conditions that can lead to specific learning difficulties will be reviewed. Topics will include: • theoretical background to test construction; • methods of standardisation – scaling, reliability and validity; • defining assessment needs; • selecting appropriate type of assessment process and test; • clinical observation; • giving oral feedback; • protocols of testing – disability discrimination, security, confidentiality etc; • comparison of a range of cognitive and attainment tests; • consideration of factors that might impact on a child's success at school; • the preparation of reports following assessment and giving oral feedback; • carrying out assessments in order to recommend special arrangements in SATS and GCSA/GCE examinations; • the writing of reports using the structure required by SASC, consistent with SASC guidelines • screening and assessment for dyslexia; • Introduction to the raft of Specific Learning Difficulties, their identification and assessment. • This module requires all students to carry out 3 assessments in their own workplace. One must be peer supervised and one will be observed/viewed by a tutor.
50-59%, Pass: Clear evidence of planning leading to a good structure, sound understanding of theories and analysis, and good use of research supported by appropriate evidence.
60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.
70-84%, Distinction: Demonstrates excellence in power of analysis, argument, originality, range of research, organisation and stylistic quality.
85-100%, Distinction: Outstanding work which demonstrates exceptional scholarship and is worthy of publication, or instrumental in developing professional practice.
Understand of the process of assessment of attainment and of cognitive ability, particularly as these relate to dyslexia and the difficulties it causes.
Be familiar with a range of cognitive and attainment tests available to teachers and will be able to make a critical evaluation and informed choice of tests for specific purposes.
Have scrutinised and reflected on the format and style in which reports are written.
Be able to interpret findings (including statistical information) and conclusions.
Be able to use information to recommend appropriate intervention.
Be able to evaluate critically the test materials at their disposal and be able to assist colleagues who wish to select appropriate kinds of assessment for different kinds of pupil-needs.
Be able to demonstrate that they are able to carry out an assessment using a range of appropriately selected materials and evaluate the outcome.
Be able to write a professional report based on their findings including making informed recommendations about intervention or special arrangements needed by pupils/students.
Be able to communicate effectively with other professionals and with parents about the, difficulties and needs of children they have assessed.
Have become familiar with the presenting features of other learning difficulties that are co-morbid with dyslexia.
•To be able to produce written reports using the structure required by SASC, consistent with SASC guidelines
Teaching and Learning Strategy
Seminars: 6 hours of seminar work over 5 whole days .
Lectures: 18 hours of formal session over 5 whole days.
|Practical classes and workshops||
Workshops: 4 x 1.5 hour workshop. Invited experts.
Tutor Observation: 2 x 2 hour observation/feedback on assessment recording
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Show originality in the application of subject specific knowledge and understanding.
- Adapt and transfer ideas from one educational context to another.
- Identify problems, evaluate solutions and critique research associated with educational practice.
- Acquire and analyse data in an educational context.
- Adopt an ethically sound approach to research with children and vulnerable adults.