Diploma in Teaching (Further Education and Skills) / DET Assessment of and for Learning Syllabus

Assessment of and for Learning syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Assessment of and for Learning in Diploma in Teaching (Further Education and Skills) / DET, not a summary of it.

1. 1

   Principles and Purposes of Assessment

   3 topics

   • Functions of assessment in the learning cycle
     • Formative versus summative assessment
     • Assessment for, of and as learning
     • Ipsative assessment and tracking individual progress
   • Key principles and concepts
     • Validity, reliability, sufficiency, authenticity and currency
     • Fairness and inclusivity in assessment design
   • Roles and responsibilities in assessment
     • Responsibilities of the assessor and the learner
     • Awarding organisation and regulatory requirements
2. 2

   Assessment Methods and Practice

   3 topics

   • Selecting and using fit-for-purpose assessment methods
     • Observation, questioning, written and practical tasks
     • Professional discussion, portfolios and witness testimony
     • Recognition of prior learning (RPL)
   • Peer and self-assessment
     • Developing learner assessment literacy
     • Using success criteria and exemplars
   • Adapting assessment for inclusion
     • Reasonable adjustments and special considerations
     • Minimising barriers and bias in assessment
3. 3

   Feedback, Recording and Quality Assurance

   3 topics

   • Giving developmental feedback
     • Constructive, timely and learner-centred feedback
     • Feed-forward and target setting
   • Recording and reporting assessment outcomes
     • Maintaining accurate, secure assessment records
     • Communicating progress to learners and stakeholders
   • Internal quality assurance and standardisation
     • Roles of internal and external verification/quality assurance
     • Standardisation activities and assessment decisions

Assessment of and for Learning flashcards for Diploma in Teaching (Further Education and Skills) / DET

24 of 51 cards from the Assessment of and for Learning deck — real questions with worked answers.

1. In the learning cycle, what is the core function of assessment?

   To measure, evidence and support learning — it identifies starting points, monitors progress, confirms achievement, and informs the next steps of teaching and learning. It closes the loop between what is taught and what is actually learned.

2. Distinguish 'assessment OF learning' from 'assessment FOR learning'.

   Assessment OF learning is summative — it judges achievement at a point in time (e.g. final exam, grade). Assessment FOR learning is formative — it is ongoing and used to give feedback that improves future learning while it is still happening.

3. Define formative assessment.

   Ongoing assessment carried out during learning to provide feedback that helps the learner improve. It is developmental, low-stakes, and shapes the next steps of teaching ('assessment for learning').

4. Define summative assessment.

   Assessment carried out at the end of a topic, unit or course to make a judgement on what has been achieved against set criteria (e.g. grade, pass/fail). It is 'assessment of learning'.

5. What is initial assessment and when is it carried out?

   Initial assessment takes place at the start of a programme to identify a learner's starting point — prior knowledge, skills, learning needs and goals — so the programme can be matched to the learner and an individual learning plan agreed.

6. What is diagnostic assessment and how does it differ from initial assessment?

   Diagnostic assessment probes specific skills (e.g. literacy, numeracy, a particular competency) in detail to pinpoint strengths and gaps. Initial assessment gives a broad starting picture; diagnostic assessment drills into specifics to inform targeted support.

7. List the typical stages of the assessment cycle.

   Initial/diagnostic assessment → planning assessment → agreeing/negotiating with the learner → conducting the assessment → giving feedback → recording and reviewing → and back to planning. It is a continuous loop.

8. Name the five widely-used principles summarised as the acronym VACSR (the 'rules of assessment').

   Valid, Authentic, Current, Sufficient and Reliable. Evidence assessed should meet all five for a sound assessment decision.

9. What does 'validity' mean as an assessment principle?

   The assessment actually measures what it is intended to measure and is relevant to the learning outcomes/criteria being assessed. A valid assessment tests the right thing in an appropriate way.

10. What does 'reliability' mean as an assessment principle?

    The assessment produces consistent results — the same outcome would be reached regardless of who assesses, when, or where, if conditions are the same. Reliable assessment is consistent and repeatable.

11. In assessment evidence, what does 'authenticity' require?

    That the work is genuinely the learner's own — produced by them and attributable to them, not copied, plagiarised or completed by someone else.

12. In assessment evidence, what does 'currency' require?

    That the evidence is recent enough to demonstrate the learner's current competence or knowledge, reflecting up-to-date practice and skills.

13. In assessment evidence, what does 'sufficiency' require?

    That there is enough evidence, of the right quality, to cover all the assessment criteria and reliably demonstrate competence — not too little and not excessive.

14. Define 'fairness' as a principle of assessment.

    All learners have an equal chance of demonstrating achievement; the assessment is free from bias, inclusive, and does not advantage or disadvantage any individual or group.

15. What does 'transparency' mean in assessment?

    That assessment requirements, criteria and processes are clear and openly shared with learners (and other stakeholders) so everyone knows what is expected and how decisions are made.

16. Define 'ipsative assessment'.

    Assessment that measures a learner's current performance against their own previous performance, tracking personal progress over time rather than comparing them to others or to fixed criteria.

17. Compare norm-referenced and criterion-referenced assessment.

    Norm-referenced ranks a learner against others (e.g. a curve, percentile). Criterion-referenced judges a learner against fixed standards/criteria — they pass by meeting the criteria, regardless of how others perform.

18. State the key roles and responsibilities of the assessor.

    Plan and carry out fair, valid, reliable assessments; make and justify decisions against criteria; give constructive feedback; keep accurate records; support and inform learners; and maintain standards by taking part in standardisation.

19. What is the role of the Internal Quality Assurer (IQA) / Internal Verifier?

    To monitor and sample assessors' decisions and practice to ensure they are valid, reliable, fair and consistent; support and develop assessors; lead standardisation; and ensure compliance with awarding-organisation requirements.

20. What is the role of the External Quality Assurer (EQA) / External Verifier?

    Appointed by the awarding organisation to check that the centre's assessment and internal quality assurance meet national standards and awarding-body requirements, sampling across assessors and learners to authorise certification.

21. In assessment, what are the learner's responsibilities?

    To engage with and prepare for assessment, produce authentic work, meet deadlines, ask for clarification, act on feedback, and (where relevant) participate in negotiating assessment and self/peer assessment.

22. What does it mean to make assessment 'fit for purpose'?

    Selecting and using a method that matches the learning outcome being assessed, the type of evidence required, the level and needs of the learner, and the context — so the chosen method validly and practically measures the intended learning.

23. Give three examples of assessment methods suited to assessing practical skills/competence.

    Direct observation of performance, practical demonstrations/tasks, and witness testimony from the workplace. (Also: simulations and product/portfolio evidence.)

24. Give three assessment methods suited to assessing knowledge and understanding.

    Oral or written questioning, multiple-choice or written tests/exams, professional discussions, assignments/essays and case studies.

See more Assessment of and for Learning flashcards →

Planning Assessment of and for Learning for Diploma in Teaching (Further Education and Skills) / DET

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