ERIC Number: ED371189
Record Type: RIE
Publication Date: 1994
Understanding Assessment. A Guide for Teachers and Managers in Post-Compulsory Education.
This guide shows why organizations need an assessment strategy to raise the quality and flexibility of the assessment they provide for learners. It contains guidelines to assist organizations in designing a strategy for offering a range of services for their own particular context. Section 1 discusses why organizations need an assessment policy. Section 2 addresses the purposes of assessment and the rationale for formative and summative assessments. Section 3 covers how assessment is done. It discusses types of assessment and provides tables that describe some common beliefs about assessment, describe the effects of these beliefs, and suggest how an assessment strategy can help organizations to challenge them. Section 4 describes different assessment services needed at appropriate stages in all learning programs. Each description is followed by examples of strategies to help implement or improve it. A figure summarizes all the services that can be offered. Section 5 provides guidelines for designing an assessment policy and a strategy for implementing it. Checklists to review different assessment services are presented. Section 6 discusses developing an organizational strategy for assessment services. Section 7 outlines some approaches that have been adopted by different agencies to widen access to assessment and accreditation. It summarizes their key features and discusses barriers that prevent them from being successfully implemented. Section 8 is a summary. (YLB)
Descriptors: Adult Education, Employer Attitudes, Evaluation Methods, Evaluation Needs, Evaluation Utilization, Foreign Countries, Formative Evaluation, Postsecondary Education, Student Evaluation, Summative Evaluation
National Institute of Adult Continuing Education, 21 De Montfort Street, Leicester LE1 7GE, England, United Kingdom (9.95 British pounds).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: National Inst. of Adult Continuing Education, Leicester (England).