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

24 sample cards from the Assessment of and for Learning deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What is 'professional discussion' as an assessment method?

   A planned, structured, recorded conversation between assessor and learner where the learner explains and evidences their knowledge, understanding and practice against criteria — useful for drawing out underpinning knowledge and reasoning.

2. Define peer assessment.

   A process in which learners assess each other's work or performance against agreed criteria, giving feedback to one another. It develops critical and evaluative skills and deepens understanding of the standards.

3. Define self-assessment.

   A process in which learners evaluate their own work or performance against agreed criteria, reflecting on strengths and areas to improve. It promotes autonomy, reflection and ownership of learning.

4. State two benefits of peer and self-assessment.

   They develop learner autonomy, reflection and understanding of assessment criteria; reduce dependence on the tutor; build evaluative/judgement skills; and increase engagement and motivation.

5. State two limitations or risks of peer and self-assessment.

   Learners may lack the knowledge to judge accurately; results can be unreliable or biased (friendship, over-/under-marking); some learners feel uncomfortable judging peers. They should not be used alone for summative decisions.

6. What conditions make peer and self-assessment effective?

   Clear, shared and understood criteria; modelling and training of learners; a safe, supportive climate; constructive rather than personal feedback; and tutor moderation/oversight of the outcomes.

7. What does it mean to make an 'adaptation' or 'reasonable adjustment' to assessment?

   Changing how an assessment is delivered or carried out so a learner with a disability or specific need can demonstrate their ability fairly, without changing the standard being assessed or giving an unfair advantage.

8. Give three examples of reasonable adjustments to assessment.

   Extra time, a reader or scribe, assistive technology/large print, a separate or adapted room, use of a BSL interpreter, or adapting the format of materials. (The competence standard itself is not lowered.)

9. How does 'reasonable adjustment' differ from 'special consideration'?

   A reasonable adjustment is agreed and put in place before/during assessment to give fair access. Special consideration is a post-assessment allowance for a learner whose performance was affected by temporary illness, injury or adverse circumstance at the time.

10. How can assessment be made inclusive at the planning stage?

    By using initial/diagnostic information about needs, offering a range of assessment methods, applying Universal Design principles, removing unnecessary barriers, ensuring accessible materials, and negotiating arrangements with the learner.

11. What legislation underpins inclusive and non-discriminatory assessment in the UK?

    The Equality Act 2010, which protects against discrimination on protected characteristics and requires reasonable adjustments to be made for disabled learners.

12. Define 'developmental' (or constructive) feedback.

    Feedback that tells the learner not only what they have achieved but specifically how to improve, giving clear, actionable next steps that move their learning forward.

13. What is the difference between 'evaluative' and 'descriptive' feedback?

    Evaluative feedback gives a judgement or grade (e.g. 'good', 7/10) but little guidance. Descriptive feedback explains what was done well and exactly how to improve, so it is far more useful for learning.

14. Describe the 'praise sandwich' (feedback sandwich) model.

    A structure that opens with a genuine positive, then gives the constructive 'area to improve' / corrective point in the middle, and closes on an encouraging positive — cushioning developmental criticism between two affirming comments.

15. List four features of effective feedback.

    It is timely, specific and clear, constructive and focused on the work (not the person), based on agreed criteria, balanced, and gives actionable next steps. Ideally it is two-way and the learner can respond.

16. In effective feedback, why focus on the work rather than the person?

    Commenting on the task and behaviour keeps feedback objective and developmental, protects self-esteem and motivation, and avoids the learner becoming defensive — keeping attention on what can be changed.

17. What is 'feed-forward' in the context of feedback?

    Guidance that looks ahead — telling the learner how to apply improvements to future tasks rather than only commenting on past work — so feedback actively shapes the next piece of learning.

18. Why must assessment records be accurate, secure and up to date?

    To track and evidence learner progress and achievement, support fair and verifiable decisions, meet awarding-body and audit requirements, enable internal/external quality assurance, and comply with data protection law.

19. Name four types of records an assessor typically keeps.

    Assessment plans, records of assessment decisions/observation, feedback records, tracking/progress sheets, achievement records, and records of any reasonable adjustments. (Also action plans and IQA sampling records.)

20. What does 'reporting' assessment outcomes involve and to whom?

    Communicating achievement and progress clearly and appropriately to stakeholders — learners, other teachers/assessors, IQA/EQA, the awarding organisation, employers, and (where relevant) parents/funders — accurately and confidentially.

21. Which UK law governs how learners' assessment data must be stored and shared?

    The Data Protection Act 2018 / UK GDPR, requiring personal data to be kept secure, accurate, used only for legitimate purposes, and shared only with those who have a right to it.

22. What is internal standardisation and why is it carried out?

    A process where assessors meet to compare and align their judgements on sample work against the criteria, ensuring decisions are consistent, fair and reliable across all assessors. It promotes shared interpretation of standards.

23. Distinguish standardisation from internal quality assurance (verification).

    Standardisation aligns assessors' judgements so everyone marks to the same standard (consistency). IQA/verification samples and monitors the whole assessment process and assessors' decisions to confirm they meet required standards. Standardisation is one tool within IQA.

24. What is a 'sampling plan' in internal quality assurance?

    A planned strategy setting out which assessors, learners, units, methods and stages of work will be sampled and how much — designed to give confidence that assessment across the whole cohort is valid, reliable and fair without checking every piece.

What this deck covers

Assessment of and for Learning flashcards FAQ