By explaining to students what the learning objectives are provides an aim. Assessment for learning allows students to see how they are progressing. A good assessment will show students where they are at and what further learning they need to achieve. Another characteristic of assessment for learning is self assessment. It means that students can take responsibility for some of their own progression.
When assessing learning it is important to have an understanding of initial assessment, formative assessment and summative assessment. Initial assessment is about finding out the learner’s needs and particular learning requirements which should be done prior to the programme commencing to see if any support and guidance is required. It also involves ascertaining the learner’s particular learning styles, competence as well as gaining information on the learner’s prior knowledge and misconceptions through diagnostic assessments. It may also be beneficial to find out why the learner wants to take the course. Skills scans can be used to measure the skill level of the learner both vocationally and for employability.
Distinction To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: The learner will: 1 Understand the learning process The learner can: P1 Explain key influences on personal learning processes of individuals M1 explain the importance of improving skills for learning to support learning processes 2 Be able to plan for and P2 Assess own knowledge, monitor own professional skills, practice, values, development beliefs and career aspirations at start of programme P3 Produce an action plan for self-development and the achievement of own personal goals 3 Be able to reflect on own development over time D1 evaluate changes P4 Produce evidence of own M2 analyse the importance made to action of meeting action plan progress against action plan in response to targets in supporting own plan over the duration of ongoing reflection of progression the programme development, targets and goals P5 Reflect on own personal and professional development M3 explain how knowledge D2 analyse own gained within the development and learning environment progression over time has influenced own professional development 4 Know service provision in the health or social care
Explain how to Select Resources that Meet the Needs of Learners: Resources are range of items used in to deliver learning, these can come in many forms and used in many ways, so it important to ensure that resources are accessible to all learners. Resources should stimulate learning as well as impart and promote interest in the subject, so it is crucial to select resources that also meet the needs of your learners. Resources should meet the required learning styles in the group as well as the objective of the session. Resources can be in form of books, handouts, pens, computers, overhead projector, work/activity sheets and also teachers and other professionals. In IT class, the most used resources are the computer, overhead projector, handouts, whiteboard/flipchart and voice.
Current Student Placement: The student’s current teachers from the respective academic areas make recommendations in course placement level for the upcoming school year. They take into account the student’s academic ability and study habits. Teachers consider each student individually, striving to match the student with the course level in which he/she will be both academically challenged and motivated to succeed. Level Changes: A student may request approval for a level change by the end of the 6 week of the first semester and again up to two weeks after the second semester begins. Requests will not be allowed for level changes outside of these times.
Role playing is another method to ensure the new information is retained by trainees. Determine how this information was learned originally and what types of changes have occurred with technology. Analyze different methods of training and how it will be understood by trainees. Recall important facts, definitions, dates, and names
2. Facilitation of Learning Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet their individual needs. Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences. Support students in critically reflecting upon their learning experiences in order to enhance future learning. 3.
The categories in the cognitive domain are, remember, understand, apply, analyze, evaluate, and create. Under the category of remember, learners are expected to retrieve relevant information from long-term memory. Under the category of understand, learners are expected to meaning from oral, written or graphic information. Under the category of apply, students carry out or use a procedure by using those concepts in creating teaching plans for real life situations. Under the category of analyze, learners break material into parts and determine how the parts relate to one another and the overall structure.
ENABLING AND ASSESSING LEARNING The importance of assessment Assessment in their numerous forms are vital elements in the learning process. Assessment is typically used to obtain information and used appropriately, the variety of assessment methods and tools will identify the level at which the learner is starting out on their educational journey. They support the teacher in evaluating teaching methods and help in identifying that learning has taken place. Meaningful assessment tools also recognise gaps in learning to enable adaptation in materials to better meet the needs of the student. The different forms of assessment lend themselves to supporting this process.
Education comprehends the teaching and the learning of knowledge, information, legitimate strategies, and special authority. It concentrates on the development of skills, transactions, occupations and positions, along with moral, mental inventive development. Official education contains organized preparation, teaching and training by teachers. This contains the practice of teaching and then the development of an organization, or curriculum. Teachers need to be able to determine a subject well enough to conduct the principles that new students need to understand.