Evaluate How to Involve Learners in the Assessment Process

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2.1 Evaluate how to involve the learner in the assessment process When learners communicate with others about their learning, they learn about what they have learned, what they need to learn, and what kind of support may be available to them. Research shows that when learners are involved in the assessment process and learn to articulate what they have learned and what they still need to work on, achievement improves (Black and Wiliam, 1998; Sternberg, 1996. When communicating their learning using a variety of work samples, they go beyond what grades, numbers and scores alone can show. They are able to examine the depth, the detail, and the range of their own learning to figure out their strengths and what they need to work on next” (Gregory, Cameron, Davies, 2010) This is all part of learning to self-monitor and is recognised as an essential skill for self-directed, independent, lifelong learners. Elbow (1986) Progress is based on actual performance rather than on how well learners perform in comparison to others (Lytle and Wolfe 1989; Sticht 1990). The formative assessment process can strengthen students' abilities to assess their own progress, to set and evaluate their own learning goals, and to make adjustments accordingly. Formative assessment can also stimulate valuable feedback from learners about what trainers are doing effectively and what they could do better. It is important that learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of competency. This captures their motivation and builds on previous successes to enhance learner confidence (Brownstein 2001). As I have previously stated, it is important to introduce learners to the decision making process and

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