Understanding Education In Education And Training Assignment Sample

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Introduction of The respective aspect of Diagnostic assessment could be used in the education and training process Assignment

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(a) Description of six assessment methods 

It is to be noted that the six assessment methods that are effective in the process of education and training include “Diagnostic assessment, Formative assessment, Summative assessment, Ipsative assessment, Norm-referenced assessment, and Criterion assessment”. 

Diagnostic assessment

The respective aspect of Diagnostic assessment could be used in the education and training process to ensure the following unit or course is evaluated effectively. It can be implemented to allow the students to learn and assess the complicated questions (Alfuraydan et al. 2020). The attributes of the Diagnostic assessment are effective in benchmarking the student's progress.

 Example of Diagnostic assessment method

(Source: Self-developed)

Formative assessment

 Example of Formative assessment method

(Source: Self-developed)

It is to be noted that the method of Formative assessment allows the teachers during the teaching process to help the students learn and practice. Moreover, the respective attributes of the Formative assessment allow the teachers to support the specific needs of the students throughout the course (Prashanti and Ramnarayan, 2019). The concerned method further allows the teachers to identify the specific gaps that create challenges for the students in the learning process. Hence, the process is applicable for the teachers to improve the learning of the students.

Summative assessment

 Example of Summative assessment method

(Source: Self-developed)

It is to be noted that in order to assess student performance in the education and learning process the evaluation of the Summative assessment method is significant (McCallum and Milner, 2021). Furthermore, the application of the Summative assessment method allows the teachers to collect evidence regarding the student’s knowledge skills and efficiency through cumulative assessment.

Ipsative assessment

 Example of Ipsative assessment method

(Source: Self-developed)

It is to be noted that the aspect of evaluating the student progress in formal education, as well as in learning and teaching the application of the Ipsative assessment is appropriate. It allows the teachers to share learning goals with the students via effective questioning (Nishizuka, 2022). Furthermore, the aspect of the self and peer assessment and effective feedback helps the students to improve their learning.

Norm-referenced assessment

It is to be noted that in order to determine a children's readiness for kindergarten or preschool the application of the norm-referenced assessment is applicable (Gunver, 2022). Furthermore, the aspect of the reading, writing and virtual motor skill features of the assessment supports the teachers to identify the student's needs.

Criterion assessment

The specific features of the end-of-unit exams in schools as well as the clinical skill competency tools under the criterion assessment allow the teachers to understand how a student has performed in an assessment task (Tynchenko et al. 2019). It is applicable for measuring the performance level of the students. 

(b) Explanation of 4 assessment methods 




Diagnostic assessment

· Addressing knowledge gaps

· Allowing teachers to restructure the training program to mitigate the gaps

· Inaccurate assumption of the teachers regarding student knowledge gap

· The newly restructured training program can hamper the student performance

Formative assessment

· Identifying the gaps to improve the learning

· Examining student progress

· Time-consuming

· Resource intensive

Summative assessment

· Controls the learning environment

· Provides students with knowledgeable insights

· Students could underperform due to a lack of proper assessment

· There is no chance of recovery as the method provides results at the end

Ipsative assessment

· Improves the self-esteem of the students

· Improves the performance of the students

· Decreases the validity of a test

· Not easy to conduct

Table 4: Comparison of 4 assessment methods

(Source: Self-developed)

(c)Explanation the process of assessment by adapted to meet every learners' needs

Formative assessment 

It is to be noted that the adaptation of the formative assessment can allow the teachers to supervise the student’s progress towards achieving the learning objectives. The application of the formative assessment further allows the teachers to identify the learning gaps and misconceptions of the students as well as allows the teachers to mitigate those gaps (Dolin et al. 2018). The respective attributes of the Formative assessment allow the teachers to support the specific needs of the students throughout the course. The concerned method further allows the teachers to identify the specific gaps that create challenges for the students in the learning process.

Summative assessment

On the other hand, the application of the Summative assessment evaluates the student’s efficiency, learning, and knowledge at the end of a learning course or unit (Torres, 2019). Furthermore, the application of the Summative assessment method allows the teachers to collect evidence regarding the student’s knowledge skills and efficiency through cumulative assessment.

(d) Identification of sources of information and its involved in the assessment process

It is to be noted that there are certain sources that might be available for the students as well as others involved in the assessment process. The sources include, “the need of the learners”, “the plan of the assessment and feedback records”, “the progress and accomplishment record”, and “Standards and criteria of a particular unit”. 


The respective aspect of including the learners in the assessment process is significant; it allows them to manage their learning. 


The involvement of others, specifically the teachers is significant as the teachers are capable of providing ample opportunities to the students for their skill and knowledge development.

(e) A summary of the requirements for keeping records of assessment

Assessment of learning

It is to be noted that the attributes of the aspect of keeping the records for the assessment are important for both the teachers as well as the learners. It allows the teachers to evaluate the learners' learning progress. The records include the learning attendance, learning progress and accomplishment, and records regarding what was taught and the time.

Assessment in an organization

It is to be noted that a concerned organization might have their necessities for keeping records of assessment. There are certain reasons behind keeping records of assessments including to prove that the certain assessment took place (Tynchenko et al. 2019). Furthermore, it provides information to the inspectors, as well as makes sure that the organization is accomplishing its organizational requirements.

 Hand out

(a) Brief explanation of the key features

Initial Assessment

It can be noted that this assessment determines the identification of an individual's "learning and support" required for structuring the learning process. However, the initial stage of learning programs initiates with provisions of effective learning.

Formative assessment

The empowerment of organised and planned assessments instigates teaching and learning practices for improving intended disciplinary objectives in learning. It can be stated that learning outcomes evaluation can be assessed for direct learners sophisticatedly.

Summative assessment

It can be stated that this assessment determines an evaluation of a learner's learning process at the end of teaching benchmarks prominently. However, the insights of instructional units are provided to learners so that influence of benchmarks can be developed.

(b) Explanation of the importance of involving learners and assessment process

 Inclusion of assessments and their impact on learners

(Source: )

The importance of including assessments for learners impacts their overall development in the context of social and emotional as well. It can be analysed that provisions of assessments are associated with the welfare of learners thus it ensures continuity in the academic learning process effectively. However, the aspects of a homely environment impact the learner's attitude towards academic learning continuation significantly. This has been analysed that the risk of violence can be increased in UK educational institutions. It can be noted that the extension of assessments into practice evolves learners' attributes so that they can establish themselves.

(c) Explanation of the role of the assessment process

The role of the assessment process is embedded with the learning process in an organised way effectively. It can be stated that the interconnectivity of curriculum and instructions perspectively. According to Hayes et al. (2019), the role of the assessment process is particularly a "processed-based approach" initiated with an exploration of deliverables. It can be noted that the development of a systematic approach insights future growth and develops learners' attitudes toward academic performances.

 Impact of assessment methods and role of the assessment process in the UK

(Source: Statista.com, 2022)

The empowerment of assessment methods are instigating the development of technical skills and improve the academic learning process. It can be stated that educational training in education socializes overall aspects of growth attributes associated with learners.

(d) Six features of constructive feedback

According to Ramadani et al. (2022), the features of constructive feedback analyses overall teaching and learning aspects that insight educational attributes development and are following:

Features of constructive feedback

? It results in readability and integrates with development in academics significantly

? The aspect of independence in constructive learning assesses with a systematic approach to teaching and learning aspects.

? It results in tutorial applications that can be applied for gracing knowledge attributes

? The aspect of storing study materials and constructive ways of learning can enhance a learner's attributes.

? The research and development approach can be enhanced for the future growth of learners

? It results in validation in the learning process effectively

Table 1: Features of Constructive feedback in education

(Source: Ramadani et al. 2022)

(e) Explanation of how constructive feedback

The empowerment of constructive feedback determines teaching aspects and contributes to learning progress prominently. It can be stated that the assessing process of teaching confines a systematic approach so that learners can uplift their performances in academics without disruptions (Ramadani et al. 2022).

(f) Explanation on how to give constructive feedback

Processing of giving constructive feedback

? Stating the purpose that is the development of the assessment process

? The inclusion of opportunities for trainers or learners so they can assess prominently

? Keen observance of learners or trainers (Whitney and Ackerman 2020)

? The empowerment of observing each reaction

? The inclusion of marking criteria and proceeding with giving feedback

Table 2: Process of giving constructive feedback


(g) Explanation the importantance to keep records of assessment

The importance of keeping records of “assessments” for training abidance that insights training process is required significantly. It can be noted that the assessment process can be accessed for training purposes so that instructors can enhance their skills and learn systematic approaches. However, the acquisition of keeping records for analysis and feedback processes adequately (Whitney and Ackerman 2020). Along with that, the empowerment of enhancing systematic ways for the initialising performance of instructors and learners prohibits extension in the impoverishment process in educational organisations. However, the processing of constructive feedback can prospect overall development and growth in the teaching and learning process. Hence, the provisions of training and its impact on education initialise development in the education system.


Task A

Alfuraydan, M., Croxall, J., Hurt, L., Kerr, M. and Brophy, S., 2020. Use of telehealth for facilitating the diagnostic assessment of Autism Spectrum Disorder (ASD): A scoping review. PloS one, 15(7), p.e0236415. DOI: https://doi.org/10.3389/fpsyg.2019.01522 

Dolin, J., Black, P., Harlen, W. and Tiberghien, A., 2018. Exploring relations between formative and summative assessment. In Transforming assessment (pp. 53-80). Springer, Cham. DOI: 10.1007/978-3-319-63248-3_3 

Gunver, M.G., 2022. Norm-Referenced Scoring on Real Data: A Comparative Study of GRiSTEN and STEN. SAGE Open, 12(2), p.21582440221091253. DOI: https://doi.org/10.1177/21582440221091253 

McCallum, S. and Milner, M.M., 2021. The effectiveness of formative assessment: student views and staff reflections. Assessment & Evaluation in Higher Education, 46(1), pp.1-16. DOI: https://doi.org/10.1080/02602938.2020.1754761 

Nishizuka, K., 2022. Significance and Challenges of Formative Ipsative Assessment in Inquiry Learning: A Case Study of Writing Activities in a “Contemporary Society” Course in a Japanese High School. SAGE Open, 12(2), p.21582440221094599. DOI: https://doi.org/10.1177/21582440221094599 

Prashanti, E. and Ramnarayan, K., 2019. Ten maxims of formative assessment. Advances in physiology education, 43(2), pp.99-102. DOI: 10.1152/advan.00173.2018

Torres, J.O., 2019. Positive impact of utilizing more formative assessment over summative assessment in the EFL/ESL Classroom. Open Journal of Modern Linguistics, 9(1), pp.1-11. DOI: https://doi.org/10.4236/ojml.2019.91001 

Tynchenko, Y.A., Saramud, M.V. and Kovalev, I.V., 2019, December. Assessment models for the generalized quality criterion for the production processes of thermal power plants. In Journal of Physics: Conference Series (Vol. 1399, No. 5, p. 055099). IOP Publishing. DOI: 10.1088/1742-6596/1399/5/055099 

Hayes, S.C., Hofmann, S.G., Stanton, C.E., Carpenter, J.K., Sanford, B.T., Curtiss, J.E. and Ciarrochi, J., 2019. The role of the individual in the coming era of process-based therapy. Behaviour Research and Therapy, 117, pp.40-53. https://doi.org/10.1016/j.brat.2018.10.005 

Ramadani, F., Sulur, S., Pramono, N.A., Nurani, B. and Wigiyati, C., 2022. Android-Based Tutorial Mobile Development Equipped with Corrective and Constructive Feedback Materials for Data Transmission and Storage. Jurnal Riset Pendidikan Fisika, 7(1), pp.1-10. https://doi.org/10.1504/IJMLO.2016.077864 

Statista.com, 2022 Which assessment methods allow you to best showcase technical skills? Accessed from https://www.statista.com/statistics/1296764/preferred-assessment-methods-by-developers/ accessed on 21.09.2022

Whitney, T. and Ackerman, K.B., 2020. Acknowledging student behavior: A review of methods promoting positive and constructive feedback. Beyond Behavior, 29(2), pp.86-94. https://doi.org/10.1177/1074295620902474 

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