Assessment is an instance or an action taken into consideration when judging an individual’s action about an individual or something. There are diverse principles of assessment that have been developed so as to explain the concept of analyzing an individual’s character and behavior towards an action. The principles of assessment include reliability, validity, as well as transferability and relevance. Reliability explains the fact that if an assessor is accurate and provides information that can be used for other purposes including reference point by other scholars, then the process can be carried out by applying a criterion that works independently for the assessment. Bias strategies in an assessment process make the data and information provided be unreliable, and therefore, fail to meet the intended purpose of the assessment. When an activity has been set, students are expected to discuss the results so as to make sure that the concluded statements are reliable (Morey 25).
Validity and reliability are the primary principles of assessment that should be taken into consideration by scholars when carrying out any research studies across the globe. Despite the notion that data and information provided to students may be new to them, the processes involved in the analysis should guarantee that the information is valid and updated so that it can be applied in various institutions of learning. In most instances, the assessment processes are carried out on objects that are considered easy to work on and understand, but there is a necessity to ensure that the knowledge obtained is comprehensive and contains factual data. The process will assist in improving the assessment process and providing information that is useful to individuals in the society (Haimes 67).
Transferability and relevance entail various aspects involved in transferring skills and knowledge by human beings from one area of study to the other. Over the years, there have been debates on whether transferability and relevance is a skill that should be taken into consideration. However, it is essential to understand that transfer of information from reliable sources creates an immense impact on the final project being developed by a scholar. Therefore, when devising an assessment process of a task, the skill must address the ability of a student to develop reliable information that is transferred from reliable and relevant sources that have been provided by scholars across the globe.
Types of Assessment Method
There are different types of assessment that are applied in developing the learning outcomes that have been governed by relevance, validity, and purpose of a study. The assessment method types include assignment, essay, group project, individual project, examination, and dissertation among other methods that assist in analyzing the performance of students in the classroom environment. The strategies are diverse based on the level of study and the magnitude of study that has been carried out in the school environment, and the tutor is expected to guarantee all students that fair remarks are provided when carrying out the assessment process (Goyal 1019).
Planning Assessment
The process involved in assessment is prepared by the tutor and there are some questions developed based on the topics that have been taught throughout the term. The planning process may take a few weeks or months to be prepared depending on what the assessment test requires. Therefore, the assessor will take time to analyze what has been given to the students so that proper assessment procedures can be implemented to analyze the performance of students in the classroom environment.
How to Involve Learners and Others in Assessment
There are various strategies that can be applied that assists in involving learners and others in assessment. The strategies include grouping students for class discussions, developing questions to be answered by students by writing and individual responses that can be used in writing a report. The strategies are applied by the tutor depending on the intention of the assessment process as well as the findings that are to be obtained after the assessment process has been carried out successfully (Haimes 87).
Making Assessment Decisions
Assessment decisions are made by the tutor after carrying out the tests that involve learners in various classes in the school environment. The decisions vary depending on the assessment method type that has been applied. The strategies applied can either be group discussions or individual rating performance, which also affects the decisions that are implemented by the tutor. There are instances where tutors discuss on the proper decisions that should be taken into consideration when carrying out the assessment process, which helps in guaranteeing that there is fairness in marking and analysis of the assessment process. However, for individual performance in the classroom environment, a tutor should be responsible for the decisions developed since they are based on what they have been teaching in class.
Contribution to the Quality Assurance of Assessment
The assessment process is essential in improving the quality assurance processes in an institution, and they are dependent on the lessons and topics that have been taught in class. The method applied by the tutor determines the quality assurance of the assessment, based on the notion that some strategies can be applied, for instance, group discussions that are too general for the assessment process and does not result to improved individual performance in the institution. However, if the process entails individual assessment and tests, the process can be successful in making sure that the quality assurance objective has been attained successfully. There are various factors that should be taken into consideration by the tutor when carrying out the assessment process to attain quality assurance, and they include the purpose of the process, the number of students involved as well as the length that the assessment procedure will take to be carried out (Goyal 1020).
Managing Information relating to Assessment of Occupational Competence
The information obtained from the assessment of occupational competence should be managed and maintained by the tutor by making certain that private and sensitive information is not provided to unauthorized persons. There are instances where the occupational competence information is made available to other persons in the society, which affects the performance of an individual in the society.
The Legal and Good Practice requirements in relation to Assessment
There are legal and good practices that have been developed in relation to assessment, and they include privacy and management policies that should be taken into consideration by tutors in institutions of learning. The legal and good practices aimed at ensuring that security levels have been maintained so that the persons who have been assessed can be provided with the results to facilitate the effectiveness of the training process.
Works Cited
Goyal, Mayank, et al. "Randomized assessment of rapid endovascular treatment of ischemic stroke." New England Journal of Medicine 372.11 (2015): 1019-1030.
Haimes, Yacov Y. Risk modeling, assessment, and management. John Wiley " Sons, 2015.
Morey, Leslie C. Personality Assessment Inventory (PAI). John Wiley " Sons, Inc., 2015.
