Integration of Delivery and Assessment

Integration of delivery and assessment

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What is integration?

Integration is the process of combining delivery for several outcomes, across a programme, into a single coherent activity
And/Or
The process of combining several assessment guidelines and criteria, across a programme, into a single coherent assessment activity/task

 

How can I plan for integration of delivery?

• Read the relevant programme modules (two or more)
• Identify commonality in themes and content
• Plan for the logical delivery of the content
• Where there is more than one teacher involved in the delivery, agree who will deliver which aspects of the programme and when
• Ensure that content relating to all the learning outcomes in each of the relevant components is covered in delivery
• Keep the learners informed about how the programme will be delivered

 

How can I plan for integration of assessment?

• Familiarise yourself with all the information relating to assessment in the relevant programme modules (2 or more)
• Identify complementary assessment techniques, guidelines and criteria that may facilitate integration. You may find it useful to map this information in a grid. You can access two sample grids at the following:

Sample Grid for the Integration of Assessment for Social Studies 5N1370 and Communications 5N0690 (see link to sample brief below)
Sample Grid for the Integration of Assessment for Work Experience 5N1356 and Communications 5N0690 (see link to sample brief below)

• Consider whether there is an opportunity to write assessment guidelines in a brief, that will allow learners demonstrate achievement of the learning outcomes of two (or more) components
• Write the integrated brief, while adhering to all the assessment information in the relevant programme modules
• Devise a marking scheme per programme module and in line with the specific assessment criteria in that programme module

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What are the numbers associated with integration of assessment?

• One assessment brief that simultaneously meets the assessment requirements of two (or more) programme modules
• Two (or more) marking schemes
It is important that the learner is informed that even though s/he is producing one piece of work, that work will be marked in line with the specific assessment criteria of each of the relevant programme modules. This means the learner will get two (or more) marks assigned for the same piece of work.

 

Sample assessment briefs for the integration of assessment

Please note: the following sample integrated assessment briefs are provided for illustrative purposes only. They have been developed in line with programmes developed as part of the ETBI shared programme development process
1. Integration of Assessment for Communications 3N0880 and Word Processing 3N0588

2. Integration of Assessment for Communications 3N0880 and Word Processing 3N0588 and Computer Literacy 3N0881

3. Integration of Assessment for Social Studies 5N1370 and Communications 5N0690

4. Integration of Assessment for Work Experience 5N1356 and Communications 5N0690

 

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What are the advantages of integration for the teacher?

• Opportunity to work with colleagues delivering on the same programme
• Supports flexible delivery
• Facilitates creating an engaging and creative learning environment where information flows in a logical manner
• Gives assurance of overall competence in a vocational area
• Facilitates the development of briefs based on meaningful, realistic, streamlined activities that better mirror activities in life and participating in a work force

 

What are the advantages of integration for the learner?

• Opportunity for holistic assessment
• Avoids over assessment
• Improves motivation
• Makes a programme and assessments more meaningful and realistic
• Benefits overall learning within a programme
• Facilitates appreciation of how one set of outcomes relate to another
• Avoids unnecessary duplication of work

 

 In summary

When integrating assessment it is important to:
• Plan carefully
• Ensure the learner is facilitated to demonstrate achievement of all the learning outcomes mapped (in the validated programme) to each piece of assessment
• Keep learners informed
• Develop clear guidelines in the brief
• Ensure the learner is aware that s/he will achieve 2 (or more) separate marks for the one piece of work