The Strengths and Limitations of a range of Assessment Methods with Reference to the Needs of Individual Learners

Observational assessment

In this assessment process, the teachers watch students decide, perhaps on problem-solving processes, understanding of content, or social skills (Linde, 2016).

Strengths –

• The use of an observation sheet will make the assessment process more robust, less laborious, and transparent. It is suitable for students with special educational needs who suffer anxiety during a time-based formal assessment. Kinaesthetic students who are practically oriented may benefit more from this assessment method.

• Instant feedback can be provided to the students. Irrespective of students’ learning needs, they can improve their learning on the spot without having to wait for a longer time to receive feedback.

Limitations -

• The bias of the assessor can easily influence this assessment process. An assessor with prejudice against students from certain backgrounds, with additional learning needs, gender, sexual orientation, etc., can easily be reflected in the evaluation/assessment process.

• It may not reflect the real performance of the student under observation. Students who are nervous or suffer from anxiety when being watched can be negatively affected.

Witness Testimony

This assessment method involves a written and signed statement provided by an appropriate or competent person attesting to the works or activities performed by a student (SFEDIAWARDS, n.d.). It can also be used to attest to the ability or capability of a student.

Strength

• The statement can confirm competence and knowledge for situations when the assessor cannot be present to observe the students. For example, when assessing the level 4 NVQ units, I sometimes require pieces of evidence from the apprentice’s line manager.

• It can provide an excellent option for capturing evidence of situations where the learner cannot access/provide the required pieces of evidence to the assessor because of a GDPR concern.

Limitation

• It may be difficult to confirm the suitability or authenticity of the statement.

• A lengthy statement or large-sized videos may be required to sufficiently prove the attainment of the criteria.

• The statement provided may be overly generic and not specific to the requirements of the criteria. For example, a competent person may provide an excellent review or comment about the work or behaviour of a learner but fail to specify how and in what situations these have been performed.

Assignment

It can be employed as an informal or formal assessment method. Students are provided with tasks to complete by the submission date. These tasks can be used to check for understanding of a topic, lesson, or learning outcome. They can also be given to ensure students carry out research on a topic before the next teaching session. This method suits logical and technical learners who can easily provide solutions in a non-verbal form.

Strength

• It can be used to reinforce concepts or topics learned in class and motivate students to explore the topics in greater depth.

• It can be used to assess the level of understanding and higher order of thinking of students.

• It can be used to develop the research, writing, and critical thinking skills of the students.

Limitations

• ESL students or students with poor thinking/writing skills may be disadvantaged by this assessment method.

• It could take a long time to grade or provide feedback on students’ works.

• There may also be an issue with the consistency of grading because the bias of the assessor may be reflected in the assessment process.

Oral questions

Oral assessment includes any assessment of student learning that is conducted, wholly or in part, by word of mouth (Joughin, 2010). This assessment method suits interpersonal learners who enjoy discussions and group works. Also, students with dyslexia can benefit from this assessment method.

Strength

• It can be used to probe the depth and extent of students’ knowledge about a topic. Verbal feedback can then be given to Improve or guide the students’ learning.

• It can be used to authenticate students’ works. By asking probing questions, you can check the originality of the work. This reduces the likelihood of plagiarism.

• The ambiguity of written questions can be avoided when the oral questioning assessment method is used. Students will have the opportunity to immediately clarify any vague questions.

Limitations

• Students with poor verbal skills will be disadvantaged by this assessment method. It can also cause anxiety for them.

• There may also be an issue with the consistency of grading because the bias of the assessor may be reflected in the assessment process. Rating scales may be needed to ensure the fairness or consistency of the assessment.

• It may be costly if the process needs to be recorded. The learning management system may not be able to accommodate the large size of the video evidence.

Written questions

This assessment method would suit intrapersonal learners who like to be independent and reflect on things. It favours students with strong writing skills.

Strength

• It encourages the development of key skills, such as research, writing, and critical thinking skills.

• It offers students the opportunity to demonstrate their learning by completing sets of activities.

• It affords students the opportunity to produce high-level learning outcomes/aims.

Limitations

• It is more difficult to judge the breadth of student learning. These questions could contain a word limit for the answers you can provide.

• Students may plagiarise their work. In my current role as an assessor, I use Turnitin, a plagiarism-checking tool, to check for plagiarism.

• It could take a long time to grade or provide feedback on students’ works.

• There may also be an issue with the consistency of grading because the bias of the assessor may be reflected in the assessment process.

Reference/Bibliography

• Joughin, G. (2010) A short guide to oral assessment. Available at: https://www.qub.ac.uk/directorates/AcademicStudentAffairs/CentreforEducationalDevelopment/FilestoreDONOTDELETE/Filetoupload,213702,en.pdf (Accessed: 09 November 2021).

• Linde, S. (2016) Using direct observation to assess student learning. Available at: https://study.com/academy/lesson/using-direct-observation-to-assess-student-learning.html (Accessed: 08 November 2021).

• SFEDIAWARDS (n.d.) Available at: http://sfediawards.co.uk/media/A-Guide-to-Assessment-and-Assessment-Methods-1.pdf (Accessed: 09 November 2021).

• Wile, E (2021). Advantages & disadvantages of using observations for teacher evaluation. Available at: https://www.theclassroom.com/advantages-using-observations-teacher-evaluation-8079718.html (Accessed: 08 November 2021).