Section 4 EO M409.04 – EXPLAIN ASSESSMENT
Resources needed for the delivery of this lesson are listed in the lesson specification located in A-CR-CCP-804/PG-001, Proficiency Level Four Qualification Standard and Plan, Chapter 4. Specific uses for said resources are identified throughout the instructional guide within the TP for which they are required.
Review the lesson content and become familiar with the material prior to delivering the lesson.
Photocopy the Assessment of Learning Plan located at Attachment A for each cadet.
Photocopy the Assessment Instructions located at Attachment B for each cadet.
Photocopy the assessment instruments located at Attachments C, D and E for each cadet.
An interactive lecture was chosen for this lesson as a way to introduce the cadets to assessment types, instructions and instruments, provoke thought and stimulate interest among cadets.
Nil.
By the end of this lesson the cadet shall have explained assessment.
It is important for cadets to know the different types of assessment and how to use assessment tools to create a positive learning environment. Varying the method of assessment is one way for instructors to create interest and encourage learning.
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Teaching point 1
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Explain types of assessment.
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Time: 10 min
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Method: Interactive Lecture
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Assessment of learning is the predominant type of assessment used following instruction / learning. It is a summative type of assessment that is used to report on progress made by cadets, usually by showing the instructor a cadet's relative position compared to other cadets. Assessment of learning usually takes the form of questions and answers compiled in a test or quiz. The questions are from the lesson that was taught and typically performed at the end of an instruction unit.
Tests are used to measure quantity and accuracy of student progress with little or no direction and advice for improvement. This type of testing shows which students are doing well and which are doing poorly. Although these testing techniques are simplistic, they can be a good indication of a cadet's mastery of skills and knowledge. They are not always a good indication of the ideas or concepts covered.
Within the Canadian Cadet Organization (CCO), assessment of learning takes place to determine whether learners have achieved Performance Objectives (PO) or critical Enabling Objectives (EO) (those deemed prerequisites for further training and education) and are used at the end of a phase of instruction. Every opportunity should be given to cadets to be successful in their assessment, even if multiple challenges are required.
Assessment for learning is ongoing assessment used during instruction. It is a formative type of assessment and is used to create descriptions of the cadet's knowledge on the subject matter. These descriptions are used to determine if the instructor needs to review information and where the weak areas are in the lesson. This information can also be used to provide feedback to the cadet regarding their strengths and areas for improvement.
Assessment instruments used during assessment for learning include:
worksheets,
checklists,
in-class activities, and
questions and observations.
In assessment for learning, the instructor is the central character that will use the information obtained to design and develop the next stage of instruction.
Within the CCO, assessment for learning takes place during a phase of instruction and helps cadets and instructors recognize progress or lapses in learning. Through assessment for learning, the instructor can:
identify when corrective or remedial action is required;
plan the next steps in instruction;
provide cadets with feedback so they can improve; and
reinforce learning to aid the cadet in retaining information.
Assessment for learning may also include opportunities for cadets to practice using Performance Checks (PC) employed in assessment of learning.
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A simple comparison of assessment types can be made as follows: When a cook tastes the soup, that is formative (assessment for) and allows them to adjust spices to change the flavour to improve the taste; when the guests taste the soup, that is summative (assessment of) and allows them to make a judgement of the quality of the soup. |
What type of assessment is assessment for learning?
What does assessment for learning (formative) give the instructor the ability to do?
Why does assessment of learning (summative) take place?
Formative.
Identify when corrective or remedial action is required, plan the next steps in instruction, provide cadets with feedback so they can improve, and reinforce learning to aid the cadet in retaining information.
To determine whether learners have achieved POs or critical EOs (those deemed prerequisites for further training and education).
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Teaching point 2
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Describe assessment instructions and instruments.
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Time: 15 min
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Method: Interactive Lecture
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Assessment for learning takes place throughout the learning process and guides the instructor in lesson planning; assessment of learning takes place upon completion of the learning phase. Chapter 3 of the Qualification Standard and Plan (QSP) outlines the assessment of learning plan and the assessment instruments to be used.
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All attachments for this lesson are taken from A-CR-CCP-803/PG-001, Proficiency Level Three Qualification Standard and Plan, Chapter 3. Details of assessment are located in Chapter 3 of all QSPs. |
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Distribute the Assessment of Learning Plan located at Attachment A to each cadet. |
The Assessment of Learning Plan located at Chapter 3, Annex B of the QSP, provides an overall strategy for using assessment activities to determine if the cadet has met the requirements for qualification. The assessment of learning plan will:
1.provide an outline of each assessment of learning activity including its purpose, when it will occur and details the assessment instrument(s) used to support cadet evaluation;
2.identify the learning target(s) associated with the PO and / or EO being assessed, to include:
Knowledge Mastery. The facts, concepts and theory a cadet needs to know;
Reasoning Proficiency. A cadet uses what they know to solve a problem, make a decision, make a plan, think critically, set goals, or self-assess;
Skills. Performance demonstration where the cadet demonstrates their ability to perform a skill. To be assessed, these performances must be demonstrated by the cadet and observed by an assessor;
Ability to Create Products. A cadet uses their knowledge, reasoning and skills to create a concrete product; and / or
Attitudinal / Dispositional Changes. A cadet’s attitude about learning, safety, conduct, etc. Targets in this realm reflect attitude and feeling. They represent important affective goals we hold for a cadet as a by-product of their CP experience, and as such are not generally assessed for the purpose of attaining a qualification.
3.identify the assessment method(s) that best matches PO and / or EO learning targets, to include:
Selected Response. A cadet selects the correct or best response from a list provided. Formats include multiple choice, true / false, matching, short answer, and fill-in-the-blank questions. Although short answer and fill-in-the-blank questions do require cadets to generate an answer, they call for a very brief answer that is counted as right or wrong, so these have been included in the selected response category;
Extended Written Response. A cadet is required to construct a written answer in response to a question or task rather than select one from a list. An extended written response is one that is at least several sentences in length;
Performance Assessment. This assessment method is based on observation and judgment; performance or product is observed and a determination is made as to its quality; and / or
Personal Communication. Gathering information about a cadet through personal communication; learning is assessed through interpersonal interaction with the cadet.
Specific assessment instruments are designed to support each assessment activity within the assessment of learning plan. These are meant to standardize assessment activities and cadet evaluation for all cadets attempting the qualification. Assessment instruments are located at the appendices to Chapter 3, Annex B of the QSP.
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Distribute the Assessment Instructions located at Attachment B to each cadet. |
Assessment instructions are provided to guide the instructor through the steps of the assessment to ensure consistent conduct of all assessments.
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Using the Assessment Instructions handout, discuss with the cadets the information located in it, to include: •
preparation, •
conduct of assessment, and •
post-assessment instructions. |
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Distribute the assessment instruments located at Attachments C, D and E to each cadet. Discuss with the cadets how to use each of these assessment instruments. |
Assessment is conducted to ascertain levels of learning. In most cases, these levels are defined in the Assessment Instructions. The most common assessment instruments used in the CCO are rubrics, individual checklists, and group checklists.
Rubric. A scoring tool that lists criteria to be considered for assessment. It is designed to guide the individual assessor's interpretation by providing a description of what should be observed for each level of proficiency and should be as clear and concise as practical.
Checklists. A simple checkbox type of worksheet that shows success in given tasks. Checklists can be designed to assess both individuals or groups.
What does the Assessment of Learning Plan provide?
What are the three parts of the Assessment Instructions?
What is a rubric?
An overall strategy for using assessment activities to determine if the cadet meets the requirements.
Preparation, conduct of assessment and post-assessment instructions.
A scoring tool that lists criteria to be considered for assessment. It is designed to guide the individual assessor's interpretation by providing a description of what should be observed for each level of proficiency and should be as clear and concise as practical.
Where in the QSP can information on assessment be found?
When does assessment for learning (formative assessment) take place?
What is the purpose of the Assessment Instructions?
In Chapter 3 of the QSP.
Ongoing throughout the lesson.
To guide the instructor through the steps of the assessment to ensure consistent conduct of all assessments.
Nil.
This EO is assessed IAW A-CR-CCP-804/PG-001, Proficiency Level Four Qualification Standard and Plan, Chapter 3, Annex B, 409 PC.
Being familiar with assessment requirements will allow the instructor to be better prepared to meet the requirements of the lesson.
Nil.
A3-191 A-CR-CCP-803/PG-001 Director Cadets 3. (2008). Proficiency level three qualification standard and plan. Ottawa, ON: Department of National Defence.
C0-376 ISBN 0-7619-4626-8 Earl, L. (2003). Assessment as learning. Thousand Oaks, CA: Corwin Press, Inc.
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