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Thus, while assessment efforts may start small, the aim over time is to involve people from across the educational community. Thus understood, assessment is not a task for small groups of experts but a collaborative activity; its aim is wider, better-informed attention to student learning by all parties with a stake in its improvement. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.

Assessment recognizes the value of information in the process of improvement. But to be useful, information must be connected to issues or questions that people really care about. This implies assessment approaches that produce evidence that relevant parties will find credible, suggestive, and applicable to decisions that need to be made.

It means thinking in advance about how the information will be used, and by whom. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. Assessment alone changes little. Its greatest contribution comes on campuses where the quality of teaching and learning is visibly valued and worked at.

On such campuses, the push to improve educational performance is visibly valued and worked at. On such campuses, information about learning outcomes is seen as an integral part of decision making, and avidly sought. Through assessment, educators meet responsibilities to students and to the public. There is a compelling public stake in education. As educators, we have a responsibility to the publics that support or depend on us to provide information about the ways in which our students meet goals and expectations.

But this last step demands thorough analysis of how you can incorporate a skill into an everyday situation and remain able to reflect on it as a learning experience. It is likely that your tutor will be monitoring your performance for both consistency and your ability to adapt your skills and behaviours appropriately to a range of different situations. Your tutor will still sign your progress report as satisfactory if you have met their expectations for this stage of training.

Skip to main content. Teachers and others do this by, for example, watching and listening to learners carrying out tasks, by looking at what they write or make and by considering how they answer questions.

From time to time, teachers will assess children and young people's progress and achievements in order to be able to plan ahead and to record and report on progress. This will help to ensure that their progress is on track and that any necessary action is taken to support their learning. Transitions are the moves children and young people make, from home to early learning and childcare settings, from stage to stage and through Curriculum for Excellence levels , from primary to secondary, to further or higher education and employment.

Sharing of assessment information with parents is important to ensure all learners are supported and have a positive experience. As a framework it distinguishes between knowledge at the lower levels and action in the higher levels. It argues that to truly know whether our learners are achieving what we want them to achieve we should assess them in the setting that we expect them to be delivered.

This rationale underpins the concept of assessment in the workplace and the various tools and fashions that have developed around that in the last decade. Of course not everything can be assessed in the workplace and in emergency medicine we struggle to be able to be in the right place at the right time to observe rare events.