We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic). From the results we can evaluate the correct level and course for the learner to be on and also if additional support is needed throughout the course. Support must be in place before during and after initial assessment. For me I have a LSA in the workshop with me to assist with the learners who may require it. Within the teaching role of my subject it is important I provide a safe learning environment for all students, ensuring that they all engage and participate actively in practical and theory lessons alike.
Teaching Assistant level 3Assignment 3 Student Name: Shazna Begum Student Number: SHA851BE Tutor: Mr Ken Smith Question 1: Why is it important to observe and assess pupils development? Precise observations and assessments are vital to efficient educational training. Cautious analysis enables both the teacher and teaching assistant to make assessments linking to each individual’s behaviour, learning techniques, stages of development and maturation, curriculum advantages and disadvantages, contemporary learning needs and attainments. These observations and assessments can help underline and commemorate individuals advantages and also discover any disadvantages in their learning. It can outline the basis for the partial development of the right learning needs and abilities and may also be constructive preliminary stage for future learning prospects There are many rationales why it’s significant to observe and assess pupils’ development.
The assessments are carried out formative, continuing checks throughout the learning, testing against previous marks and summative at the end of the course. This helps the learner see their own development and allows the assessor to give feedback. This allows the assessor to gain and measure the learner understanding of the subject against the outcomes set in the criteria. Throughout the assessments the assessor should ensure that their decisions are; fit for purpose, reflect the required standards and assessment criteria. Assessment decisions should be internally or externally verified, thus contributing to quality assurance and development of best practise.
Assessment of learning is summative and can confirm that learning has taken place, but assessment for learning is a formative process which determines the learners progress so far and can be used to plan any further learning or development that may be required. Assessment is used to determine if learning and development is taking place with regard to specific criteria. The criteria are usually set by the awarding body for each qualification the learner is taking and will be published on the awarding body’s website or in other course information i.e. the course handbook. The purpose of assessment in learning is to determine the learner’s level of competence by using a range of different methods.
* Identify the requirements of the assessment strategy of the qualification to ensure the learner can meet the specification. B - Formative assessment in tracking learner progress Formative assessment is the assessment that takes place during a course or programme of study, as an integral part of learning process, and such it is down to the teacher or trainer to design and implement it. It refers to frequent, interactive assessment of student progress and understanding to identify learning needs and adjust teaching appropriately. By using formative assessment approaches and techniques you are better prepared to meet the diverse students’ needs – through differentiation and adaptation of teaching to raise levels of student achievement and to achieve a greater equity of
The steps for effectively planning learning activities is based on the 'pupils individual needs, abilities and interests'. Information gathered from one to ones, observation reports and assessments of the student will inform the learning materials used as well as the curriculum requirements outlined by the education standards organisation. The use of a continuous planning cycle will ensure that the pupils needs and the requirements of the school are met. I would use the following processes to plan learning activities. This includes; * Identifying individual learning needs via one to ones or through observations.
Initial assessment takes place before a learner begins a course with the aim of ensuring, through diagnostic testing, the learner is enrolling on a course appropriate to their previous knowledge, skills and abilities. Formative assessment is ongoing throughout the learning, as learners develop and produce work the assessor should monitor their progression to ensure any areas of weakness are overcome and areas of strength are commended. Learners need to be aware of areas of weakness to allow them the opportunity, through support and guidance, to develop their skills and knowledge so they make progression in all areas. Additionally, learners need to be commended and made aware of their areas of strength so they receive positive reinforcement and know they are on their way to being successful, which also allows morale and enthusiasm for learning to be maintained. Formative assessment can be given in a
The learner can then see what they need to develop further before summative takes place. • Summative assessment in assessing learner achievement This takes place at the end of an assessment to indicate whether the learner has gained enough knowledge and performance skill throughout their assessment. This usually leads to a pass or fail situation but helps to confirm the learner has met the required criteria and competent in their work of assessment. 1.2 QUESTION 2 Define / describe the key concepts and principles of assessment • assessment as a process of making judgements of learners' knowledge, skills and competence against criteria _ To assess learner’s knowledge oral questions should be asked alongside discussions between the learner and the assessor. Projects could be given to learners to assess whether learning has taken
Distance learning creates unique challenges. Understanding one’s own intelligence type enables the student to create study plans that will best suit individual needs. In addition understanding intelligence types allows a student to recognize weakness in other areas, and formulate a plan for increasing ability in those types. The same can be said for personality types. Identifying what type of personality is present enables students develop study plans that are best suited for success.
Home » Meeting the requirements of 12 credit PTLLS learning outcome 2 Meeting the requirements of 12 credit PTLLS learning outcome 2 If you’ve got a PTLLS assignment to write for the new 12 credit PTLLS learning outcome 2, Understanding Inclusive Learning and Teaching in Lifelong Learning, then there are a few topics that you need to cover. You will need to consider the assessments that are available to help identify the learning styles of learners. Then you need to research the teaching and learning approaches can you use to meet these learning styles. How will you ensure that the teaching and learning approaches you have selected are effective? Link your teaching learning approaches to key learning theories.