Keynet: Assessment Guide: Assessment at the end of a programme

6.1
If we think in terms of 'life-long learning' then, in many respects, we never achieve summative assessment. This form of assessment relates to the nature of the final assessment at the end of a formal programme, or when the trainee feels that s/he has acquired a given competence, as in Example 3 (see Section 4). It may be an informal assessment, such as a trainer observing the trainee at work or undertaking a practical activity which has grown out of the work, as illustrated in Annex 6, or it may be formal, as in a written, timed examination as in Annex 3.

The outstanding feature of summative assessment is that it allows the trainee and trainee/employer to build up a 'snap shot' of competence at a point in time. It is this quality that distinguishes it from both diagnostic and formative assessment - in many countries, the individual is given official recognition of the competencies achieved, usually in the form of a certificate. Summative assessment is therefore recognised as proving the individual with a qualification. Qualifications are often viewed as the 'gatekeepers' to employment. In many countries jobs require certain qualifications of the applicants. As a result, this assessment is seen as being best administered by independent examination and accreditation bodies, often at a national level. The growing awareness of the importance of key skills in the eyes of most employers has led to the introduction of a 'key skills qualification' in some countries. But even then, the award of a qualification in key skills at one level is merely the starting point for progression to the next level up.

The fact that many long term unemployed among the young, 16-23, and the 40+ age group lack qualifications (or at least qualifications appropriate to the Twenty First Century) suggests that success at key skills could provide them with a qualification that eases their entry into the job market. Especially as most countries in the European Union now acknowledge the importance of key skills. For example, in Wales, the Report of the Wales Skills Taskforce (2000) published by the National Assembly for Wales, states that 'Basic and Key Skills must be seen as the foundation for the higher-skilled knowledge economy which we are seeking to create. People with poor basic and key skills are most likely to end up in unskilled or semi-skilled work or out of work altogether.'

The examples of summative assessment that follow are taken from UK and Greece. The UK example, (Example 9), is described as a 'Key Skills Qualification'. It has been developed because of concern about the general level of key skills among the population as a whole, but especially among those aged 16-23, and the long-term unemployed. It is applicable to all students, trainees or the unemployed, and is recognised as a qualification by further education establishments and employers. Example 10, from Greece, shows it requires the candidate to have followed a key skills programme which gives the opportunity for the individual to acquire the key skills at an appropriate level, and to generate the evidence to show this achievement.

Clearly, the development of techniques of summative assessment are as concerned with reliability (do employers and others accept the accuracy of the assessments) as validity (are employers happy that the competencies revealed by the assessment mean something in employment).

EXAMPLE 9: A KEY SKILLS QUALIFICATION, FROM THE UK

Target Group
All students and trainees (irrespective of their educational or training programmes) and people seeking employment. Applicable to all ages.

Aims
To provide the individual with:
a structured programme, based upon national specifications; and
a national qualification that provides reliable information about the level of achievement in the key skills of communication, application of number and IT, and is accepted nationally.

Strategy
The Qualification is based on a number of assumptions, in particular, that
key skills are best acquired through an individual's main programmes; and
that an individual's level of achievement and progress should be assessed through a range of assessment techniques.

Accordingly, the assessment programme consists of two parts:
an assessment based upon evidence of achievement built up in a 'portfolio' at the place of education or training, or at the work place - this component provides the validity to the Qualification (see Annex 5); and
an independent, formal assessment (see Annex 3 and Annex 7) which assesses the knowledge and understanding that underpin the skills revealed in the portfolio.

The assessment
The following assessment techniques are employed in the two components:

The portfolio of work (see Annex 5): this is a folder of evidence showing how the individual has met the requirements of each of the key skills units (Communication, Application of Number and IT). The 'evidence' includes written material, visual materials such as photographs, artwork and screen displays, physical products such as working models, artefacts and IT-generated materials, records of observations and interviewing, and witness statements. The portfolio is supported by a 'logbook' which is really a diary of work and includes statements about where the evidence is located in the portfolio. (The wider key skills of Problem Solving, Working With Others and Improving Own Learning and Performance do not form part of the Key Skills Qualification but are certificated separately, by means of a portfolio and logbook only.)

The external, written tests in communication, application of number and IT (see Annex 3 and Annex 7): these are 'time-bound' (e.g. 1 hour, 1½ hours), continuously supervised by an appropriate adult, conducted to ensure that each individual's work can be guaranteed as authentic. The tests are designed to be context-free. They address the application of knowledge, skills and understanding of each key skill in everyday situations. The items are clustered around a series of common themes designed to provide a realistic context or focus, to encourage the student/trainee to select and apply their skills. Each test is set at a specified level and is reported on a pass/fail basis.

Evidence
The evidence of achievement in the key skills is contained in the trainee's portfolio of work together with the Qualification Certificate.

EXAMPLE 10: A COMBINED DIAGNOSTIC AND SUMMATIVE ASSESSMENT
PROGRAMME FROM GREECE

Target Group
Those involved in distance learning strategies designed to develop entrepreneurship skills in small articraft industries in Greece.

Aims
To provide the individual with:
an awareness of the nature of 'entepreneurship';
information about the challenges and opportunities of taking a decision to embark upon a path leading to establishing a business entity;
the skills (including the key skills of Communication, Application of Number, IT, Problem Solving, Working With Others and Improving Own Learning and Performance, and Entrepreneruship) involved in this process and the extent to which the individual possesses these;
an indication of the level of achievement in the various key skills.

Strategy
The Programme is based on a number of assumptions, in particular, that
the decision to establish a business entity is not a simple matter, but plays an important role in the life not only of the individual who (makes) that decision, but in the lives of the people that surround her/him.
the individual needs to be made aware of the challenges that will face her/him, and to be prepared to face them.
an individual's level of achievement and progress should be assessed through a range of assessment techniques.

Accordingly, because the individual is being made to provide personal reactions and attitudes, the assessment programme draws upon techniques which use simple response patterns and emphasise anonymity.

The assessment
A range of assessment techniques is employed in the Programme, delivered through a series of Questionnaires (see Annex 2) that have the following characteristics: they -
are based on a training programme that is sub-divided into manageable units based upon functional topics.
contain a limited number of items (about 20) each of which draws upon their knowledge and understanding of the knowledge and skills acquired in the unit, or individual experience.
can be administered through the written form or by computer and CD-ROM.
provide information that provides a snapshot of the individual, but also basic data for the planning of decision-taking in relation to entrepreneurship.

Assessment does not end with the completion of the Questionnaires. The analysis of the information provided by them and feedback to the individual completes the process.

Evidence
The evidence of achievement in the key skills is contained within the complete programme of assessment and discussion.

6.2
Summative assessment need not take the form of a national qualification. However, it is clear from research work carried out as part of this Project, especially Examples 7 and 8 (see Section 5), that even though local initiatives are attractive to many trainers and employers, there are many advantages to having information that is obtained from assessment strategies that are used generally. In the case of Example 9 the assessment programme could be tailored to a region; this would allow for local business and employment requirements. Example 10, however, clearly offers advantages when used at a national level, where, in a particular occupation, national requirements are more important than local variation.

These two examples highlight another important issue. Most forms of summative assessment are best dealt with through Questionnaires or short answer responses, both of which should be firmly rooted in prior teaching/learning, or information in the possession of the individual, e.g. attitudes to running a business. Inevitably, such techniques can make use of information technology with the associated simple response and rapid analysis.

6.3
Any discussion of assessment, especially summative assessment and external testing, inevitably has to address the issue of those individuals with learning difficulties and those who are disaffected with formal education and training. How have trainers and employers approached this issue? Part 7 considers what is being done to produce appropriate assessment strategies for this group.

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