Holistic Report 21 June 2016

By 

Candidate name: NGUYEN HUYNH ANH

Qulification: 1106 - 21

Unit 104

Principle of VACSR:

Validity: This means that the method you choose to assess your learners is appropriate to what has been learned. Assessment must be a close fit between the assessment activity and the learning outcomes. This would involve the interpretation and supporting evidence collected from all stages of the assessment process. In my session, learners will be travel by helicopter, so I assess donning an aviation lifejacket by direct observation and multi choice exam, it would be valid

Authentic: All assessment activity which provides evidence of achievement for the award of credit must have processes in place to ensure that the achievement is authentic.

Currency: This principle is about being up to date. While some skills have changed little, many are subject to social and technology changes. Three years is generally accepted as a minimum time when assessments can be termed ‘current’ and included for use against qualification accumulation.

Sufficiency: Assessment must be fit for the learner, the learning and the level. The assessment strategy and methods must be clearly appropriate for the target groups of learners in the context in which the learning takes place. Assessment must fit the learning outcomes and be appropriate for the form of assessment. Assessment methods should not raise barriers to demonstration of achievement.

Reliable: This means that if the assessment was to be repeated again that similar results would be achieved. This can be in respect of a different group, or if the same learner was asked to repeat the assessment.

Assessment should be based on learners’ needs, and based on the context. In my session, I am training in the classroom practice, so I chose the observation method to assess the skills and oral/ written test to assess the knowledge. I designed the assessment form to backed up with questions to ensure my learner also has the knowledge and understanding to perform the skill.

When observing, if my learner make a mistake (if it is safe), I don’t interrupt them. I will discuss this later to see if they realized what they had done. If I observe groups of learners, I need to confirm what each individual learner has achieved. When observing, I try to remain out of the way, but still in the position to see or hear what is going on. When documenting the outcomes of an observation, my record need to be detailed, stating what my learner has achieved and how they did it. It is towards a qualification.

Questions (written or oral) are the good way to assess knowledge and understanding of session. When asking questions, only use one question in a sentence, more than one it may be confuse learners and may be they answer the last one they heard. Should to use open questions, don’t use close question such as “ do you understand?”, learners will offend say “yes” as they fell that’s what trainer expect to hear. If learners don’t know the answer, may be they don’t understand or the question is difficult, trainer need to change the question and links to the original question.

Type of assessment

There are three main types of assessment: initial, formative, and summative.

1.Initial Assessment

Initial assessment can help trainer identify learners’ current knowledge of a subject, their skill. Knowing learners’ strengths and weaknesses can help trainer better plan what to deliver and how to deliver it. At the training skill level 3, trainer send a survey form to asking learners about experiences, strength and the skills need to improve. So I thinks it is initial assessment

Types of Initial Assessments

 · Pre-tests (on content and abilities)

 · Self-assessments (identifying skills and competencies)

 · Discussion board responses (on content-specific prompts)

 · Interviews (brief, private, 10-minute interview of each student)

2.Formative Assessment (assessment for learning)

 Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. Formative assessment measures student progress but it can also assess your own progress as an instructor. At the training skill level 3, trainer used the formative assessment through oral questions, examination, practical assessment and holistic report

Types of Formative Assessment

· Observations during in-class activities; of students non-verbal feedback during lecture

· Homework exercises as review for exams and class discussions

· Reflections journals that are reviewed periodically during the semester

· Question and answer sessions, both formal—planned and informal—spontaneous

 · Conferences between the instructor and student at various points in the semester

· In-class activities where students informally present their results

· Student feedback collected by periodically answering specific question about the instruction and their self-evaluation of performance and progress

3. Summative assessment (assessment of learning)

Summative assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process. Typically, no more formal learning is taking place at this stage, other than incidental learning which might take place through the completion of projects and assignments. Types of Summative Assessment

· Examinations (major, high-stakes exams)

· Final examination (a truly summative assessment)

· Term papers (drafts submitted throughout the semester would be a formative assessment)

· Projects (project phases submitted at various completion points could be formatively assessed)

· Portfolios (could also be assessed during its development as a formative assessment)

· Performances

· Student evaluation of the course (teaching effectiveness)

· Instructor self-evaluation

Comparing Formative Assessment and Summative Assessment

Formative Assessment (Assessment for Learning)	Summative Assessment (Assessment of Learning)
Checks learning to determine what to do next and then provides suggestions of what to do—teaching and learning are indistinguishable from assessment.	Checks what has been learned to date.
Is designed to assist educators and students in improving learning.	Is designed for the information of those not directly involved in daily learning and teaching (school administration, parents, school board, Alberta Education, post-secondary institutions) in addition to educators and students.
Is used continually by providing descriptive feedback.	Is presented in a periodic report.
Usually uses detailed, specific and descriptive feedback—in a formal or informal report.	Usually compiles data into a single number, score or mark as part of a formal report.
Is not reported as part of an achievement grade.	Is reported as part of an achievement grade.
Usually focuses on improvement, compared with the student's “previous best” (self-referenced, making learning more personal).	Usually compares the student's learning either with other students' learning (norm-referenced, making learning highly competitive) or the standard for a grade level (criterion-referenced, making learning more collaborative and individually focused).
Involves the student.	Does not always involve the student.