Results can be instantly generated. Depending upon the subject I am assessing and the relevant awarding organisations requirement, Cu3820 principles of assessment in lifelong learning essay might carry out various types of assessment with my students which could be on a formal or informal basis.
Records must be up to date, accurate, factual and legible whether they are stored manually or electronically. Technical support may be required. This can be done by mind mapping in different colours.
One of the main objectives to assessment is to enable all learners to take part at their own level. Assessment activity is all about how to assess the activity and what methods could be used. Diagnostic assessment will help identify my students skills, Knowledge and understanding towards the subject, and their literacy, numeracy and ICT skills.
An example of an initial assessment could be to ascertain prior knowledge of a topic. Can assess knowledge and understanding and if structured well can allow for assessment of practice.
It was also a good opportunity for my peers to provide positive feedback and suggest ways in which I could improve as a teacher. The collection also served to demonstrate progress and inform and support summative evaluations. Self-assessment and peer assessment is used to log the progress.
These can be an extremely good source of information for someone freshly qualified. Autonomy of learning, if it is accepted that self-assessment can stimulate higher levels of motivation and engagement amongst students.
It is becoming increasingly common for teachers to involve learners in the assessment process. For example, facebook and Twitter have become extremely popular enabling eople to share information, photographs and experiences, which can of course be very useful to course members as a way of communicating and encouraging each other through the course.
Task B The assessment process is an on-going process to which all learners should be involved in. The questioning can be either informal or formal. Tendency for students to produce too much. Can challenge my students potential or consolidates learning.
If the nature of the evidence needed from students is transparent, this can aid the marking and go towards reliability between staff. This will vary from learner to learner as they all have different needs and also very often different learning styles.
Giving the students positive feedback throughout telling them no answer is wrong getting them to expand on the answer they have just given. First colour what they know, second colour some of the information you have imparted, third colour all the information and what their peers know.
This would include showing favouritism to any student or group of students. If I am teaching a programme which does not lead to a formal qualification, i. Useful for academic subjects can check my students language and literacy skills at specific levels.
Whatever method you choose it needs to be flexible and should reflect the nature of the learner. After the three initial assessments have been completed it is then time to look at the assessment decision and feedback, this enables the tutor to make the decision on whether the learner has been successful or otherwise.
Questions must be asked to confirm understanding. Simply asking questions and observing actions can help me give ongoing feedback to enable my students to develop further, before a summative or final assessment takes place.
Some assignments are set by the Awarding organisation who will give clear marking criteria. This would actively involve my students; however, I would need to ensure everyone was aware of the criteria to be assessed and how to give feedback effectively. Needs to be carried out in supervised and timed conditions can be stressful to students.
Reviewing the progress means that any assessment plan can be review and altered at any one time to meet the learners required needs at the time, or upon completion of either the programme or the course.
Conclusion There are both trade specific and more general pieces of legislation which regulate the learning environment and the way the students behave and are treated whilst learning.
Students keep a record of their progress, their reflections and thoughts, and reference these to the assessment criteria. This means that all the requirements stipulated by the examining body are all collated and correct.
Students act out a hypothetical situation. Students must have good writing skills and plagiarism could be an issue. Keeping full and accurate factual records is also necessary in case one of my students appeals against an assessment decision.
Also allows independent learning. If students are taking a qualification, it will also be a requirement of the Awarding Organisation they are registered with. Blanc spaces can be used for students to fill in the missing words.Principles of assessment in lifelong learning Task A part a The assessment process is a vital part to teaching in the lifelong learning sector.
All assessment requires the collection and recording of evidence of student learning. In this assignment I will be analysing the types and methods of assessment and how they are used in lifelong learning.
I will discuss their strengths and weaknesses, different styles and the importance of record keeping in education, linking these with current practice and theories. The principles of assessment come under three different headings, Initial assessment, formative assessment and summative assessment.
Each of the assessment criteria come with specific outcomes for the learner this will assure the learner is getting the best possible outcome to their learning.
The assessment process is a vital part to teaching in the lifelong learning sector. All assessment requires the collection and recording of evidence of student learning.
There are many aspects to assessment which will begin from the point of the leaner completing their initial application form. Explain the types of assessment used in lifelong learning. ( words approx.) Initial/diagnostic assessment can be taken before learner’s enrollment for a course.
This is a way of finding out whether the prospective course is suitable for a student and meets the learner’s needs or not.
Assessment for learning is a very effective way to put on record that learning and good teaching are being achieved. Assessment for learning is a joint process between student and teacher where both are engaged in an on-going process of .Download