Assessment: Aiding Long-term Learning and Recall

This is an interesting one in which there are plenty of different opinions and theories on the most appropriate way to assess learners.

Building a knowledge base is essential if an individual is to learn effectively. The process of learning and then assessment of that learning, formative and summative, including providing appropriate learner feedback, will demonstrate how effective the inputs have been to achieve the desired outcome of long-term learning and memory recall.

A persuasive case is made in 'Making Good Progress' about the need to challenge current pedagogy and assessment methodologies to ensure effective long-term learning is the key to raising standards. "No assessment system can succeed unless it is based on a clear and accurate understanding of how pupils make progress in different subjects." (Christodoulou, D. (2016) ‘Making Progress? The future of Assessment for Learning', Oxford University Press, p.140)

It can be argued that a large focus of learning over the past 20 years within further education (FE) has resulted in good short-term learning but limited long-term learning and limited depth of skills and knowledge within many parts of the work force. This is arguably demonstrated by the continuing skills gap which appears to be a constant thread within the news, year-on-year.

In contrast, though, there are also many skilled and knowledgeable workers so we mustn't think the education system, in general, is at fault, just elements of it.

Within the vocational sector the focus of learning has been on modularisation, which is where each module within a course or qualification is assessed separately and not holistically which would cover the entire course specification.

NVQs and work-based diplomas have been the cornerstone of courses offered by the FE sector since the 1990s, however, the focus of outcomes has now changed with the introduction in the mid-2010s of Apprenticeship Standards, which have end of course practical and knowledge assessments, which are assessed by a third party, unrelated to the learner and training provider. One, if the not the main, aim of this approach to apprenticeships is raise standards across all industries and with the general limited successful of the previous approaches to apprenticeships regards long-term learning, this can only be considered a positive move for learners.

Not all training organisations will find this approach appealing as it challenges them to ensure they deliver the goods, which was quite variable in the past, essentially making NVQs and work-based diplomas just tick box exercises for learners and assessors. This effectively cheated learners of developing long-term learning and memory recall of subject matters they were initially interested in. Hopefully lessons are being learnt from past failings.

Some key summary points from a detailed study back in 2008 highlighted some of the issues relating to modularisation practiced within many vocational qualifications.

Advantages
• Learning sections and modules can be studied in various sequences to best suit a learner.
• Assessments can be spread out more evenly over the length of a course, allowing a learner to better recall what has recently been studied.
• Planning and monitoring learner progress should be easier.
• Teacher / tutor feedback can be better tailored to supporting learner achievements throughout the course, especially as modules are progressively passed and ‘ticked off’.
• Assessment revision becomes more focused, manageable and specific to subject areas.

Disadvantages
• The potential for fragmented learning takes place, lacking adequate interconnectedness of modules in particular, reducing the opportunity to build on prior learnt knowledge if sequences do not follow a natural progression.
• Learners focus on the ‘hear and now’, cramming for short-term recall to achieve success in the module assessment, reducing the ability for longer-term understanding and recall.
• A lack of connection between the different modules, reducing the opportunity for and development of insight, with a poor holistic overview of the subject matter.
• Assessment becomes the focus of attention, due to its more frequent occurrence, thereby creating a culture of teaching for the assessment and learning to answer assessment questions.
• Reduced timescales to meet deadlines to achieve modules before progressing to the next one can limit flexibility of learning.

(Source:Carmen L. Vidal Rodeiro and Rita Nádas (2008) 'Effects of modularisation', Cambridge Assessment, accessed 25th September 2025)

Clearly not a one-sided issue either way, however, the disadvantages are inferring that long-term learning and memory recall is certainly an issue. This is important for individuals wishing to develop an insightful and long-term knowledge bank which they can recall when required: challenge many learners who have followed NVQs or work-based diploma courses and typically their understanding will be lacking after a relatively short period of time.

By contrast courses assessed by more holistic examinations where a learner has to be able to link course content in a more cohesive way will, again typically, be able to recall more and be able to present a more coherent and appropriately considered reply. This by extension can help to create a more skilful and adaptable employee who is better able to respond to unexpected or more time-pressured situations within a workplace.

A full support mechanism needs to be provided to learners throughout their learning journey to ensure that not only do they receive a qualitative and enjoyable experience but also, they are well prepared for maybe a combination of in-course summative assessment where modularisation is used, as well as an end holistic end-of-course summative assessment to assessment how well the learner understands the interconnectedness of the course having been studied.

The aim for everyone is to ensure students learn subjects and processes which will stay with them for a long period of time and can be readily recalled helping with any decision making needed for immediate action required. We certainly owe it to all learners that they are not cheated out of a good education - whether primary, secondary or tertiary education and getting the right blend of learning and assessment is key to this.