• Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence. • Assessment discussion and feedback - an explanation to my students, a breakdown of their achievements and feedback. • Reviewing their progress - an overview, update and amend if necessary, until my students have full understand of the lesson. During this process, progress is recorded throughout all aspects of the assessment cycle. 1 UNIT 012 Principles of assessment in lifelong learning Furthermore the assessment could be formal (with constraints and validation of knowledge) or informal (any time by oral questions to know how much learning is taking place) depending on area being assessed.
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,
It allows the teacher, student, course leader and even governing bodies to look back and reflect of the information they require. It is vital that the teacher retains records on the subject they are going to teach. This documentation should include the syllabus, scheme of work, lesson plans, handouts and activities for the learner. Holding records of this type would allow another colleague to cover your session if for any reason you were unable to
In the design stage, lesson plans are created to provide directions for learners to apply their knowledge and skills. The design phase would be specific to the content at hand by documenting the projects visual, technical and instructional strategies. There would be order so the project goals could be met in an organized fashion. It is important that Bloom’s domains be utilized to fit all types of learners. Using Affective, Cognitive, and Psychomotor strategies, my training program be tailored to reach all audiences.
These are important to ensure teaching plans and materials are available should the teacher be absent from work, alongside ensuring that the syllabus is being covered over the course. Records such as registers and learning support records can also be useful to gain funding for additional resources such as new facilities as they can help justify this need. Additionally, internal verification records are required to comply with awarding body’s requirements and having up to date records allow easier compliance with external organisations such as ofsted visits. Having an organised and complete set of records at hand will allow awarding body’s to assess work with greater ease and provide external organisations with the information they need. Finally, keeping assessment tracking records, schemes of work and lesson plans are useful to promote effective teaching and learning, and provide a reference for the teacher to evaluate when considering and planning future courses.
I should provide specific support to the pupils while supporting learning activities. My next main duty would be to provide support for the class teacher, by doing things such as clerical duties, e.g. photocopying and preparing resources.
It's understood that different people assimilate information with different learning styles such as auditory, visual, and kinaesthetic methods. Understanding your students abilities and needs will ensure the right balance of methods and activities to be used. Other points of referral which are available to meet the potential needs of students include: Discretionary Learner support fund, Citizens Advice Bureau, Job Centre Plus, Deaf Association,
1.5 Explain the need for record keeping. At Salford City College record keeping is important from the onset of application form, CV, Interview, initial assessments, registers of attendance, individual learning plans , skills scans and or action plans schemes of work, session plans, progress and one to one reviews, logbooks, assessment sheets minutes of meetings and standardisation through to internal verification for the purpose of the external verifier. These records must be kept in the learner’s logbooks so that at any time the IV or EV can moderate that the teachers are maintaining the awarding body and regulatory requirements, such files must be kept for a minimum of 3 years and should be kept confidential and secure. Michael Hales
This can then be signed off for the beginning of the work period. At this point I I would also do the attendance register. It is vital that I keep a progress sheet for each of my trainees, on this progress sheet I will assess their Numeracy, Literacy, Personal and Social skills, and Employability Skills. As my role as a trainer is to help prepare the trainees towards employment these records will also help as to what type of job each trainee would be suited
UNIT 301 UNDERSTANDING THE PRINCIPLES AND PRACTICES OF ASSESSMENT ESSENTIAL KNOWLEDGE – To be completed only if completing 301 as a standalone unit (these questions can be covered by discussion during holistic assessment opportunities if candidate is completing either unit 302 or 303) 1 - UNDERSTANDING THE PRINCIPLES AND REQUIREMENTS OF ASSESSMENT 1.1 QUESTION 1 Explain the functions of assessment in learning and development in regard to: • Learner initial assessment This takes place before learner commences on the course to ensure they are on the right path. There are number of test that can be carried out to assess learners level of ability and help to plan future learning, this may be known as skill scan. • Formative Assessment in tracking learner progress This assessment is a continuous process of learning that measures learners’ ability and knowledge throughout their learning. This should improve learning by enabling progress to be regularly monitored and reviewed. The learner can then see what they need to develop further before summative takes place.