a) Initial Assessment:

The initial assessment is an important part of the assessment process. It serves as a stepping stone
for the assessor to be able to determine and design a learning plan for individual students, which in
turn allows the assessor to create a structure for the student to be able to learn efficiently. An initial
assessment is pivotal in being able to determine a learner’s baseline, and from there being able to
create a learning programme based on their strengths and weaknesses. The initial assessment is a
crucial part of any assessor’s role as it represents the first step for any assessor to be able to create
an effective learning plan. Failure to carry out the initial assessment and properly identifying the
individual’s learning needs can result in the individual not being able to learn to their full
capabilities, as the learning plans and learning programme will not address he individual’s needs.

b) Diagnostic Assessment:
Diagnostic assessments are an opportunity for any assessor to be able to reflect on their students’
thought patterns, strengths, and weaknesses. By carrying out a diagnostic assessment, the assessor
can be given useful insight into how their pupils are learning. Once the assessment has been carried
out, it is important for the assessor or teacher to use some level of professional judgement to
interpret the information that has been gathered, as different individuals tend to answer questions
differently by using their own thought processes. When utilized effectively, a diagnostic assessment
can point out areas of development for individuals, classes, or even year groups. It is essential that
teachers know why they conduct this assessment before doing so. How the assessment is designed
will also affect the quality of information and thus the subsequent decision making. One of the most
common diagnostic assessments carried out throughout the world are quizzes.

c) Formative Assessment:
Formative assessments, similarly to other assessment types, allow both the assessor and the student
to be able to monitor their progress towards achieving the set learning objective. Formative
assessments are a set of tools that an assessor can use to identify struggles, learning gaps, and
misconceptions that a learner may have throughout the duration of their course or class and also
helps to assess on how the student can work on overcoming those difficulties to be able to learn and
perform to their full potential. Formative assessments are generally low stakes, meaning they have
lower valued results as compared to other types of assessments, however they are still relevant in
assisting an assessor or teacher to identify where students are struggling. An example of a formative
assessment is for students to demonstrate their understanding of a topic by making a mind map.

d) Summative Assessment:
Summative assessments can be seen as the opposite of Formative assessments both in function and
value or weight of results. Summative assessments are a tool that assist assessors and teachers to
evaluate individuals learning progress, knowledge on a given topic, proficiency at task, or success
at the conclusion of a period of instruction such as a unit or a course, in this case Refrigeration and
Air Conditioning. As mentioned previously, results of this type of assessment are weighted heavily.
Examples of summative assessments include short tests, final projects, final essays, and not
forgetting final exams. Since summative assessments carry higher value results for the learner,
assessors must have clear guidelines as to what counts and what does not count towards passing or
failing the assessment. To do this, assessors must use a table of specifications, or a marking
schedule, to standardize results based off the type of course or unit the student is taking.
Question 2:
Part 1:

Student 1: Amitesh Singh

a: Since the student suffers from ADHD and Anxiety, they will have difficulty focusing, yet at the
same time they will be worried about their results. In order to assess this student in theory tests, the
questions will have to be formatted in a way that is not complicated, and easy for the student to
comprehend. This will ensure that the student is not overwhelmed and is able to answer the
questions with a calm mind.

b) 1: The needs of this student was identified in the written test when they had failed to answer an
important question, this may have been because the question had become too difficult for them to
form an answer for. Furthermore, the student then showed serious concern and changed their
behaviour once the test was complete, worrying heavily about their results.

2: The needs of this student was identified in the practical test when it was noted that when the
student was given a set of multiple tasks to complete in a given period of time, they had failed to
complete the tasks fully, and had missed a few steps in the process. This indicated that the student
had difficulties focussing.

Student 2: Shahil Mani

a: The student was identified to have mild dyslexia during written assessments. The preferred
method to assess this student is to carry out a verbal test once the written testing is complete to
ensure that the student has sufficient knowledge of the topics being tested. This will allow the
assessor to ignore the written test difficulties and directly test the student, however this must be
done in a one-on-one situation.

b) 1: The SEN for this student was identified during the written testing when the submitted test
contained various misspellings.

2: The SEN for this student was identified during the practical test when the student showed
difficulty reading instructions and had asked several times what a given word meant.

Question 2:
Part 2:

SEN 1: Auditory Processing Disorder – this student will require patient instruction and must be
given written notes and information as they will have difficulty understanding spoken word. Visual
learning must be implemented when assisting this student.

b) 3: During a written test, a student with this SEN would not be affected

b) 4: During a practical test, the student will have difficulty interpreting verbal instructions or cues.
In this case the best method to be able to properly assess the student would be to provide them with
a set of written instructions and cues to be able to gauge the student’s performance.
SEN 2: Autism Spectrum Disorder (ASD) – This student may show difficulty in carrying out tasks
that have been newly introduced as individuals with this need tend to have rigid and repetitive
thinking patterns and behaviour. This student may also have difficulties working in groups.

b) 3: The student would not face much difficulty during a written test, however the questions must
be formed in a way that is easy for the student to understand.

b) 4: The student would face some difficulty in a practical situation where group work is required,
as individuals with ASD tend to have difficulty communicating in social situations. In this case the
assessor must identify who the student finds it easy to communicate with and ensure that the group
can communicate efficiently with each other.