Unit 301 Understanding the principles and practices of assessment 1. Understand the principles and requirements of assessment. 1.1 Assessment is vital in the education and the progress of a learner. Initial assessment must be carried out to determine the needs of each individual. Formative assessments are done to track a learner’s progression throughout their qualification.
- Interpret/explain practice: This component involves educators sharing and interpreting of quantitative and qualitative analysis which involves me talking and analysing my descriptions of my practice with other teachers. - Theorise practice: This component generates explanations for practical teaching and learning experiences, this might involve me developing a theory of teaching which has been around for a period of time. - Change practice: This component involves trailing and changing a few things on the original practice, which might involve me understanding the way I teach and having my own theory on learning based on my students. ! !
Compare the use of different sources and systems of support for professional development There are many different systems and support formats for professional development. The induction process is the beginning of the employee’s training and will introduce them to the company’s structure, policies and procedures. During the induction process areas of concern will be highlighted and gaps in knowledge will become clear. Once the induction period is over there will be multiple sit down sessions with supervisors and training managers to follow up on how the individual is progressing, this will also aid in recognizing what support or additional training is required for the staff member to reach the company’s approved level. Once an individual is settled into their role the supervision and appraisal process will be organized and implemented to allow management and staff to meet on a regular basis to continually analyze what progress has been made and what future goals need to be set.
Then design and create training manuals, online learning modules and course materials. They also train employees using variety of instructional techniques. They monitor and evaluate programs to ensure they are current and effective. 2. Why is it desirable to maximise individual and team participation in learning events and how can this be done?
Tick the box of those responsibilities that relate to your role: Teach/train learners – Large groups Teach/train learners – small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner’s work product Observe the learner in situ Mark the work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal assurance and standardisation Carry out internal quality assurance Attend training meetings and gain feedback Be a positive role model for your learners Tick Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training. (Please attach any additional sheets and supporting evidence.) There are certain responsibilities a teacher has when in the educational environment, this is from the needs of learners to the expectations of an awarding body. A teacher will take into account the needs of an individual alongside the group’s needs. This can be done by pre assessment screening, information can easy obtain from these and help
In relation to the training cycle I have the role of assessor and will carry out an initial assessment with them. During the initial meeting, I will try to identify each student needs. There are several ways I can do this; I will give them an application form and paper questionnaires to complete. In the form, I will sit down with them and ask questions that might help me spot individual needs such as, Dyslexia, English language needs, computer skills and any particular audio needs. If the questionnaire does not suit a leaner, I will review the method used by my organization and adapt it to suit the learner, this could be easily done by changing the format of the initial
A. Method Assessments Summary of responses: All interviewees agree that educational assessment is to determine prior knowledge and skill level of the students or employees. They acknowledge the primary purpose of evaluation is to gain insight into prior or existing knowledge and to enable reflection in the identification of future changes. B. Development of Assessments Summary of responses: According to the instructors or trainers a pre-class questionnaire or training needs analysis is critical for the development of an assessment or program.
Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities for the following areas : * literacy skills * numeracy skills * ICT skills * problem solving skills A learning support practitioner will contribute to the planning of an activity by firstly gaining a clear understanding of what the learning objective is and what the teacher wants the child to achieve from the activity. The practitioner will then find out the ability of the pupils they are working with and if they require any extra or specialist help , this then helps the practitioner provide the correct materials and equipment they need for the activity. A learning support practitioner would also contribute to planning as they will identify if pupils they are working with are likely to finish early and so can arrange with the teacher and additional sheets these children may need. An important part of planning would be for the practitioner to be aware of how much time they have to do the activity and can plan the activity to suit. A learning support practitioner will also be required to provide the teacher with feedback of the activity and the child's performance , so the practitioners should arrange with the teacher beforehand how they should be providing the feedback.
During initial assessment I would identify learners individual needs and take then into consideration when planning my lessons .An example of inclusion in a classroom setting could be to use learners names when talking to them , using eye contact and speaking to them , personally during and after each session . (Gravells,2012:18) Can create a conducive learning environment where everyone will feel included adapting assessment methods to suit and meet any particular needs for example , a visually impaired learner may have their information and assignment in braille , questioning done verbally so the learner can dictate answer,to select inclusive learning and teaching techniques. I will read the qualification syllabus and my organisations recommendations to develop a learning plan that will embrace all needs .The choice of techniques will be influenced by my experience , the learners and the environment where the learning will take place
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.