By explaining to students what the learning objectives are provides an aim. Assessment for learning allows students to see how they are progressing. A good assessment will show students where they are at and what further learning they need to achieve. Another characteristic of assessment for learning is self assessment. It means that students can take responsibility for some of their own progression.
2. Facilitation of Learning Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet their individual needs. Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences. Support students in critically reflecting upon their learning experiences in order to enhance future learning. 3.
Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme. This is the type of assessment used and it allows teachers to adjust targets and objectives to suit the student until they develop skills and become more confident. Formative assessment is usually informal (Formative informal) and can take place at any time during the teaching and learning process. Feedback from formative assessment will be beneficial to both student and teacher as it not only allows the student to recognize their success and look at areas for development but it allows the teacher to evaluate the effectiveness of their teaching and look to improve on future sessions. Formative assessment is often seen as being motivational as it can be seen as a review rather than an assessment.
When assessing learning it is important to have an understanding of initial assessment, formative assessment and summative assessment. Initial assessment is about finding out the learner’s needs and particular learning requirements which should be done prior to the programme commencing to see if any support and guidance is required. It also involves ascertaining the learner’s particular learning styles, competence as well as gaining information on the learner’s prior knowledge and misconceptions through diagnostic assessments. It may also be beneficial to find out why the learner wants to take the course. Skills scans can be used to measure the skill level of the learner both vocationally and for employability.
UNIT 012 Principles of assessment in lifelong learning Main methods of assessments in life long learning are: academic (knowledge) and vocational (performance). Dependent on the subject, the assessment method may need to be adapted, using and adapting both these type assessments will ensure that the students acquire optimum achievement during my lesson. To decide which of these is most appropriate, the assessment cycle will be used: • Initial assessment - used to identify if my students already know something about the subject to be assessed and the needs of my students (for example more support). • Assessment planning - used to plan the suitable types and method of assessment following relevant organisational guidelines. • Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence.
Clues at when constructive feedback is needed can be when a learner asks for your opinion on how they are doing, this can be a 'cry for help' from a learner. When there are persistent unresolved issues with a learners progress and work, this can be an indication that they require constructive feedback. Taking a leaners feelings into account can be necessary as providing feedback which the learner feels is criticism. This can prevent that person from learning effectively from there on in and may not feel comfortable approaching you when they have future issues or problems. It is the ability of the teacher to distinguish between the different skills of the learner e.g.
Evaluate own role and responsibilities in lifelong learning , follow the Teacher Training Method of Teaching ,Identify the needs by plan training, and deliver training. Followed by Assessment’s and feedback on Overall Evaluations. 4. Review own role and responsibilities in identifying and meeting the needs of learners. Initial assessment is to acknowledge the strength or weakness of each student and thoroughly learning about what is the best approach of learning about the students and the better approach or method of teaching the students, so they are able to understand. Target settings will also apply as a motivation for the students so they are able to understand the actual target’s that are required to be followed.
Different people adjust to different strategies. Most people adjust to more than one strategy. We just need to identify which ones through assessment. How the Awareness of Learning Strategies Influence Teaching and Learning It is important for teachers to understand what a student is going through in their process of learning new information. If you know the learning style of the student, it is easier to convey the message you are trying to convey.
Support learning activities 5.1 Explain the Importance of Evaluating Learning Activities. We are evaluate learning activities in order in to see what is and isn’t working. This allows us to evaluate how the learning activities are been received by the children. Evaluation is important as it helps out when planning and helps you to think about the learning that has taken place. Spending time going through the learning activities and seeing how children have responded to a certain task or question, can really help change it for future activities.
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