Assessment types and methods
Initial, formative and summative assessment; discussion, questioning, observation, case studies and written work; strengths, limitations and adaptation for learner needs.
AET Unit 305: assessment in education and training
Assessment is not simply the final test at the end of a course. It can identify a learner's starting point, show whether learning is progressing, reveal misconceptions, support decisions about next steps and provide evidence of achievement.
The current City & Guilds Unit 305 groups this into four areas: assessment types and methods, learner involvement in assessment, constructive feedback and requirements for keeping assessment records.
Unit 305 essay examples
Learner involvement and constructive feedback
Self-assessment, peer assessment, involving others appropriately and giving feedback that helps learners understand how to improve.
Assessment records and record keeping
Why records are necessary, what they should contain, how they support progress and quality assurance, and how confidentiality and retention affect practice.
Choosing an assessment method
The method should match what is being assessed. A written test may be efficient for checking factual knowledge but weak evidence of practical competence. Observation can provide direct evidence of performance but requires clear criteria and careful recording. Discussion and questioning can probe understanding, but the tutor needs to avoid leading the learner or relying only on confident speakers.
A strong answer therefore explains both the value and the limitation of a method and shows how the method could be adapted without changing the standard being assessed.
Assessment as part of learning
The strongest assessment practice gives learners information they can use. Self-assessment can help a learner recognise gaps; peer assessment can expose learners to alternative approaches; tutor feedback can confirm what is working and identify a realistic next step. These approaches are most useful when the criteria are clear and feedback is specific.
Assessment records
Records make assessment decisions traceable. They help teachers monitor progress, provide continuity, support internal quality processes and demonstrate how decisions were reached. They also contain personal information and therefore need to be accurate, relevant, secure and retained only for as long as there is a justified need.
Based on genuine practice: the examples retain assessment approaches from the original PTLLS work, including initial discussion/testing, observation, probing questions, one-sentence summaries, case studies and reporting to a training manager. Current requirements have been added where the old paper did not go far enough.