Holistic approaches to assessment can be defined as dealing with the whole unit or module at any time rather than bit part or task by task, this is a global assessment method of a learning based, in holistic assessment learners or assessors have to develop complex mental responses to learners learning (Akubuilo 2012, Sadler 2009 et al). Learners are able to demonstrate different areas and aspects of their qualification or learning program at the same time, the strengths of using a holistic assessment method can be used as: combining the performance aspects of a unit to incorporate knowledge aspects of a unit for assessment, matching or like for like learning outcome criteria’s from different units can be assessed at the same time and efficient
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• The linking of knowledge based and performance based assessment.
The limitations of using a holistic approach to assessment can be evident when learners are confused if aspects were assessed when they were not planned for in advance, also personal attributes of leaner’s are generally ignored, reducing the learning outcome expected from assessment.
In order plan a holistic approach to assessment certain assessment methods can be used to measure performance and knowledge, for example by assessors using an observation as an assessment method, learners have the opportunity to perform one part of a unit whilst showing understanding of another part of a unit i.e. if the learner uses the Microsoft Office package to write a letter and attach it via an email – whilst answering the telephone ordering stock for his office, this shows the assessor that the learner is able to use different ICT skills, multi task, customer service skills on the phone and show competence in stock replenishment duties, the observer/assessor maybe able to sign off other units of the candidates qualification due to the linkages in knowledge, understanding and performance as it naturally occurs. (Gravells 2012,
• The linking of knowledge based and performance based assessment.
The limitations of using a holistic approach to assessment can be evident when learners are confused if aspects were assessed when they were not planned for in advance, also personal attributes of leaner’s are generally ignored, reducing the learning outcome expected from assessment.
In order plan a holistic approach to assessment certain assessment methods can be used to measure performance and knowledge, for example by assessors using an observation as an assessment method, learners have the opportunity to perform one part of a unit whilst showing understanding of another part of a unit i.e. if the learner uses the Microsoft Office package to write a letter and attach it via an email – whilst answering the telephone ordering stock for his office, this shows the assessor that the learner is able to use different ICT skills, multi task, customer service skills on the phone and show competence in stock replenishment duties, the observer/assessor maybe able to sign off other units of the candidates qualification due to the linkages in knowledge, understanding and performance as it naturally occurs. (Gravells 2012,