Understanding the principles & practices of assessment Unit 1 1:1 Explain the function of assessment in learning and development The main function of an assessment is to ascertain if learning has taken place and that the learner has obtained the required knowledge, skills and understanding. Assessment needs to be a constant process which should take place every time you see the learner, either by watching what they are doing, asking questions or carrying out short coaching or training sessions. It should also focus on improving, re-enforcing learning and measuring achievement showing how the learner is developing and areas they need to improve on. Assessment can be formal which is when you use assessments, assignments, tests and workplace observation to assess learning and informal which can be by asking a few questions. When assessing learning it is important to have an understanding of initial assessment, formative assessment and summative assessment.
It means that students can take responsibility for some of their own progression. Students can ask themselves what am I learning and how can I do it better. Giving students constructive feedback will allow them to recognise how they can progress and achieve the next step in their learning. Having confidence that all students can improve. Both the teacher and student are involved in the reviewing process and can reflect on the assessment information.
Unit 301 - Understanding the principles and practices of assessment Learner Name: Steven Hoyle Understand the principles and requirements of assessment 1.1 - Explain the functions of assessment in learning and development The main purpose of assessment is to establish a person`s level of knowledge or skill in a particular field. This can take place before during or after a process of learning. The feedback given during this process is helpful to the learner to improve their performance as they progress with their work. Assessment is also a useful tool for employers to see whether employees are capable of performing their given roles. Assessment should be provided in an unbiased and objective manner regardless of personal association to the learner.
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas. In the case of teaching assistants who support individual pupils, this can be particularly beneficial since they will be able to identify any difficulties with planned activities at the earliest stages and will also know in advance if they will need to find particular resources b) Delivery: How a learning support practitioner would contribute on the delivery of a learning objective,
Before carrying out activities, you will need to have an awareness of the curriculum and stage at which pupils are at. As a member of support staff, as time goes on and the more experience gained, the more will be learnt about particular students and how they work best. It is ideal if support staff access school records about pupils learning to ensure they are up to date, familiar and prepared with supporting individual
Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
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
This in turn helps the assessor build up the data relating to previous learning,| | | |assessment needs, and other crucial information such as learner ambitions, which will help the assessor design relevant, fair, testing | | | |assessments for the learner. |
Unit 4222-312 Facilitate learning and development activities to meet individual needs and preferences (HSC 3004) Level: 3 Credit value: 5 UAN: L/601/8644 Unit aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support individuals to plan, take part in and evaluate learning or development activities. |Learning outcomes |Assessment criteria |Portfolio |Evidence/ Assessment |Assessment date | |The learner will: |To do this you must: |reference |method type | | |Understand the role of |Describe the benefits to individuals of | | | | |learning and development |engaging in learning or development | | | | |activities in meeting |activities | | | | |individual needs | | | | | | |Analyse the purpose of a range of learning | | | | | |or development activities in which | | | | | |individuals may participate | | | | | |Explain how individual needs and | | | | | |preferences may influence how learning and | |