Direct assessment occurs when the evidence is provided by the learner and indirect when the evidence provided is about the leaner from other sources. Examples of direct assessment are observation, learner supplied written evidence, this can be in the form of reports, projects, assignments or different forms of questioning, oral questioning or professional discussion. Forms of indirect assessment are witness testimonies, accreditation of prior learning and peer assessment. In my current role I mostly use direct observation backed up written reports, witness testimonies and photographic evidence. I also use oral questioning as a direct form of assessing a learners knowledge against certain criteria.
The teacher should have the ability to check learners understanding during lessons. It is important that the teacher recognises learners may respond in different ways to feedback and should adapt techniques accordingly. Evaluation of the course is essential to ensure it is up to date and still relevant, that it meets the needs of the learners, and that objectives and learning outcomes are being achieved. Self-evaluation is also important to ensure teaching techniques are appropriate and that the
Define the key concepts and principles of assessment When making an assessment we need to pull on a number of skills to ensuring that the correct level of learning has been conducted by the trainer and that the learner has under stood the information given. The assessor has to be confident that the learner is also able to recall the information therefore giving them the skill set to conduct the role they are undertaking. The trained person should then leave the course with the new understanding and have thoughts on how they can apply the skills and improve in some cases the tasks that they will now undertake with their new knowledge. One key principle is known as VACSR – as an assessor you need to ensure that all work is; Valid – check that the work submitted actually relates to the assessment criteria Authentic – as an assessor it is important to ensure that all work submitted has been produced only by the delegate / learner. Check to ensure that different delegates are not simply repeating the same answers by rote.
Project based assignments can add a rigorous element to a course. When well-constructed so that students use higher order thinking skills, these projects can assess how well students meet the course standards while providing a student centered, rigorous assessment of multiple skills. Learning Outcomes Developing learning outcomes is a vehicle for educational improvement. It propels you to think critically about what you are doing, how and why you are doing it, and how well you are doing it. It ensures that you articulate learning clearly for students.
During this process I would develop a realistic plan for learning and assessment with the learners. An initial assessment contributes to the learner’s professional development by high-lighting the learner’s skills, and experience, it can also identify any specific needs your learners have. Prior learning can also be taken into account, by focusing on observations and practical tasks, an initial assessment provides an individual plan based on the learner’s abilities and achievements, it is a basis for on-going informative assessments which ensure learners demonstrate progressive learning. For an assessment I would use two methods for gathering evidence; direct - such as observation or work product and
As you begin your practicum, it is important to list your desired outcomes for learning and then identify and arrange activities and experiences that will help you reach those goals. A learning outcome is what you gain, achieve, get exposed to, or master as you work toward professional competency. A learning goal is a broad description of what you plan to learn, and is not usually mea- surable. A learning objective is what you hope you will know or be able to do following your practicum and is usually measurable. Learning activities are the actual steps you take to help you achieve the outcomes you desire.
That meant the instructor should select learning tasks that are worth learning and develop this content in ways that help students to appreciate their significance and application potential to analyze the students and identify learning styles, such as active or reflective students. These learning styles can be categorized with the relevance portion of Keller's ARCS model because they assist in matching a student's motives. The first subcategory in relevance strategies is goal orientation. Relevance strategies highlight how the students' previous experiences and skills can be used to help them understand, learn new concepts, and link to students' needs, interests, and motives. This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays.
In contrast, formative assessment is a part of the instructional process and is able to provide essential leaning and teaching information to educators. Formative assessments help to provide educators with more timely information where learning adjustments can be made more immediately. The results of formative assessments can help to guide teachers in knowing where they need to take their instruction next, depending on student learning and understanding of previously learned skills and concepts. Formative assessment also allows teachers to involve students in their own learning through descriptive feedback as to their progress. Some instructional
Principles of assessment in lifelong learning Assessment is key to the learning process, whether it be to assess if a learner is capable of entering onto a course to assessing their development on the course. There are different types of assessments that teachers can use to gauge the progress of their learners. Here we will study the varying types and methods of assessment whilst analysing how to involve the learner in the assessment process and the importance of keeping records of assessments. When judging assessment types and methods it is important to establish if the evidence produced is valid and sufficient to meet the criteria, if it is authentic and if the assessment would produce the same results when assessed by numerous assessors. One way of dividing assessments into two different types is through the use of formative and summative classifications.
• FORMATIVE ASSESSMENT: This is assessment done to ascertain learner’s previous knowledge and individual learning plan. It creates and forms the assessor plan in achieving a holistic knowledge competence of the learner thereby motivating the learner, ensuring that knowledge and skills are used pari-pasu in proving and claiming practical competence and by supporting, planning and giving of feedbacks and fairness of judgement and objectives of awarding bodies with relevant, authentic, current, valid and reliable decision taking to ensure that assessment methods meets learners needs suitably. •