Oxford Centre for Staff and Learning Development OCSLD Learning and Teaching Briefing Papers Series Purposes and principles of assessment It is important to clarify some of the fundamental principles and issues which need to be applied to the design of any assessment strategies for any module or programme. For this purpose, let us define assessment as evaluation or appraisal; it is about making a judgment, identifying the strengths and weaknesses, the good and the bad, and the right and the wrong in some cases. It is more than simply giving marks or grades, although that may well be a part of it. And because it involves making a judgment it will almost inevitably include an element of subjectivity by the assessor. However, we should strive to make assessment as objective, fair and transparent as possible.
This would encourage teachers to seek available support and resources to improve teaching practice and base their teaching on best theoretical and practical knowledge.In addition to this, by being a member of the IFL, Gravells (Preparing to teach in the lifelong learning sector, 2009) advises that the IFL dictate a code of professional practice that was implemented in 2008 that all teachers should adhere to. It highlights the main behaviours that are expected by IFL members and categorises them as follows : Integrity Respect Care Practice Disclosure Responsibility If teachers adhere to professional codes of practice like this, then these intrinsic values will be instilled in the way in which
Student records, attendance, achievement and disciplinary details will be some of the information kept. By assessing need I can gather the information required to enable me to plan and design a suitable learning experience that can be delivered satisfactorily. My responsibilities are many and varied; from ensuring that the course delivers on its aims and outcomes to satisfying the students’ learning needs both from a course material perspective and any further assistance they may need to complete the course. By making good use of the assessment and evaluation parts of the TTC I will be able to ensure that I am meeting their needs and that the course is delivering the content and standard that is expected. Boundaries are ethical and course and student related.
This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays. Instructional strategies should include presenting clear objectives to the students, allowing students some way to capitalize on their learning styles, and encouraging students to build on their own experience and
Learning activities are the actual steps you take to help you achieve the outcomes you desire. This chapter provides basic information, guidance, and a workbook activ- ity that can assist you in developing an effective plan for learning. This plan will be extremely useful, but it is also important to recognize that not every- thing will go as planned. Unexpected experiences may also provide you with insightful and valuable learning. BACKGROUND AND CONTEXT A plan for learning during the practicum is like a road map, identifying destina- tions and possible routes for getting where you want to go.
Determine the Goals Yourself - don't adopt them from another programme, each internal programme should unique to the needs of that business. Points to consider: Set realistic expectations Include the suggestions of supervisors and subordinates Integrate Results Expected from the Learner with Goals in the Performance Plan 2. What the Learning Objectives are: What you will be able to do as a result of the learning activities in this plan, e.g., Exhibit required skills in problem solving and decision making Exhibit required skills in delegation Determine the sequence the learning objectives will be attained Points to consider: Once all of the learning objectives have been achieved, has this achieved the overall training goals? What observable results, or evidence of learning, will be produced from the learning activities that can be reviewed for verification of learning? 3.
But don’t stop building your skills when our course is over! In the ACTION STEPS column, plan additional steps you can take to continue to improve your skills! TERMINAL COURSE OBJECTIVES | SELF-ASSESSMENT | ACTION STEPS | 1. Given a student paper on an assigned topic, revise the paper to eliminate grammatical errors including the areas of sentence structure, subject-verb agreement, pronoun use, spelling, mechanics, and usage. | | | 2.
Effective teaching should acknowledge the impact of factors such as attitudes, perception, expectations, abilities, gender, socio-cultural background and maturity on every learning experience. (“Principal of effective learning and teaching”, n.d.). The purpose of instigating variety of teaching strategies is to avoid monotonous diet of same teaching style which will cause even the keenest student to lost interest. For instance, using technology to achieve maximum success is very vital, educators need to be aware of the different types of learners and how they can address their needs through the use of technology. (Ktoridue, Zarpetea, Yinguo, 2002) Teachers share a significant responsibility in preparing young people to lead successful and productive lives.
1.1 Teaching Role and responsibilities in education and Training The teacher should be qualified to teach the learners, and be able to identify key aspects of related current legislation and know how to challenge discriminatory behaviour and attitudes. They should be well prepared for their lesson, be able to provide the correct resources and information relevant to the course and be knowledgeable about the subject or in the case of covering for another teacher, know where to find information in order to answer questions from learners. Teachers should make an initial assessment the needs of learners prior to starting the course in order to assess their suitability to the course there are delivering. Lessons should be prepared and sessions well planned. Establishing good ground rules at the start of the lessons are an important part of the teacher’s role to ensure everyone has clear expectations within the classroom environment, this helps to ensure appropriate behaviour and respect for others within the class.
Session 1: Introduction to Backward Design Application A New Approach In 1–2 pages, compare and contrast your approach to instructional design with the UbD approach. Include the answers to the following questions: How are they similar? How are they different? What questions do you have about UbD that you hope get answered by the time you complete this course? Utilizing the approach of backward design when planning instruction involves the teacher identifying what the student should be able to understand and achieve by the end of the unit and then purposefully working backwards to scaffold instruction allowing for opportunities to deepen the understanding and depth of knowledge achieved (Wiggins & McTighe, 2006, p. 13).