Integration of Delivery and Assessment
Integration of delivery and assessment
What is integration?
Integration is the process of combining delivery for several outcomes, across a programme, into a single coherent activity
How can I plan for integration of delivery?
• Read the relevant programme modules (two or more)
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)
- Sample Grid for the Integration of Assessment for Social Studies 5N1370 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
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
What are the advantages of integration for the teacher?
• Opportunity to work with colleagues delivering on the same programme
What are the advantages of integration for the learner?
• Opportunity for holistic assessment
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