Understanding Assessment in Learning and Training

Assessment is the process of finding out what a learner knows, what they understand, and what they are able to do. It allows assessors to measure progress, confirm competence and make informed decisions about whether the learner has met the required standards.

Effective assessment is central to high-quality learning and ensures that outcomes are fair, valid and meaningful.

Types of Assessment

There are several different types of assessment, each with a specific purpose within the learning journey.

Initial Assessment

Initial assessment takes place before the course or programme begins. Its purpose is to identify the learner’s:

• Existing knowledge and skills
• Previous experience
• Any additional needs or support requirements

This information provides a clear picture of the learner’s starting point and helps the assessor plan appropriate assessments and identify any reasonable adjustments that may be required.

Formative Assessment

Formative assessment takes place throughout the learning process. It is used to check understanding, monitor progress and determine whether the learner is ready to move on.

Formative assessment methods may include:

• Questioning
• Short tasks or activities
• Observations
• Informal quizzes or discussions

The aim is to provide ongoing support and feedback, helping learners develop their skills and knowledge over time.

Summative Assessment

Summative assessment usually takes place at the end of a unit or course. Its purpose is to make a final judgement about whether the learner has:

• Met the assessment criteria
• Achieved the required standard

Summative assessments may be formal or informal, depending on the subject and the requirements of the awarding organisation.

Formal and Informal Assessment

Assessments can also be categorised as formal or informal.

Formal assessments follow strict rules set by an awarding organisation and must be delivered and recorded in a specific way.

Informal assessments are usually designed and assessed internally. They are more flexible and are often used to support learning and track progress.

Both types are valuable and together help build a complete picture of learner competence.

Assessment as a Continuous Process

Assessment should run continuously throughout the training programme. It should not feel separate from learning or added on at the end. Instead, it should be a natural and integrated part of the learning experience.

The Assessment Cycle

The assessment cycle outlines the key stages involved in effective assessment practice.

Stage 1: Initial Assessment

This stage focuses on understanding the learner’s current skills, knowledge and individual needs before learning begins.

Stage 2: Assessment Planning

Assessment planning involves working with the learner to:

• Agree assessment methods and activities
• Set realistic target dates
• Clarify expectations for both learner and assessor

Stage 3: Assessment Activity

This is where assessment takes place and evidence is collected. Evidence may come from:

• Observation
• Questioning
• Written work
• Practical tasks

Stage 4: Assessment Decision and Feedback

At this stage, the assessor:

• Makes a judgement based on the evidence
• Provides clear and constructive feedback
• Agrees any further actions or support required

Stage 5: Review

The final stage is the review process. The assessment plan may be updated, progress is monitored, and the cycle continues until the learner completes or leaves the programme.

The VACSR Principles of Evidence

All assessment evidence must meet the VACSR principles to ensure decisions are fair and reliable.

• Valid – the evidence directly relates to the assessment criteria
• Authentic – the evidence is the learner’s own work
• Current – the evidence is up to date and relevant
• Sufficient – there is enough evidence to demonstrate competence
• Reliable – another assessor would reach the same decision using the same evidence

Fair and Objective Assessment Decisions

Assessment decisions must always be based on the assessment criteria. They must never be influenced by personal opinions, assumptions or bias.

Fairness, consistency and objectivity are essential to maintaining the integrity of the assessment process.

Quality Assurance in Assessment

Quality assurance takes place throughout the assessment cycle. Its purpose is to ensure that:

• Assessors work consistently
• Assessment decisions are accurate and trustworthy
• Standards are applied correctly

Everyone involved in the assessment process must clearly understand their roles and responsibilities to ensure assessments are carried out to the required standard.