I also use oral questioning as a direct form of assessing a learners knowledge against certain criteria. Within my subject area other assessment takes place such as written work in the learners portfolio, this is also used in initial assessment in the form of multiple choice questioning to ascertain a learners level of understanding and knowledge before they start a course. Accreditation of prior learning is also used to assess a learners level at initial assessment, this would then be checked with assessment, usually oral questioning, throughout the course. This is accompanied by interviewing on a personal basis in the form of a review. Following that formative assessment takes place by
L.O 1 - 1.1 The functions of Assessment are to evaluate and measure a learners current level of knowledge and competence relevant to the profession in which they are taking their qualification against a set of standards comprised of specific assessment criteria. The anticipated outcomes of assessment are: * That the candidate has met all the assessment criteria across all learning outcomes and thus passes their qualification. * The candidate has not met all of the criteria therefore needing assessor feedback to guide them to meeting all of the criteria. * The Candidate disagrees with the decision of the Assessor and chooses to launch an appeal against the decision in line with the appeals process. L.O 1- 1.2 The key concepts and principles of assessment are to give the candidate the opportunities they are entitled to in which to prove their knowledge and competence in their subject.
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.
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.
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.
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.
Session 1: Introduction to Backward Design Application A New Approach In 1–2 pages, compare and contrast your approach to instructional design with the UbD approach. Include the answers to the following questions: How are they similar? How are they different? What questions do you have about UbD that you hope get answered by the time you complete this course? Utilizing the approach of backward design when planning instruction involves the teacher identifying what the student should be able to understand and achieve by the end of the unit and then purposefully working backwards to scaffold instruction allowing for opportunities to deepen the understanding and depth of knowledge achieved (Wiggins & McTighe, 2006, p. 13).
2.1 Evaluate how to involve the learner in the assessment process When learners communicate with others about their learning, they learn about what they have learned, what they need to learn, and what kind of support may be available to them. Research shows that when learners are involved in the assessment process and learn to articulate what they have learned and what they still need to work on, achievement improves (Black and Wiliam, 1998; Sternberg, 1996. When communicating their learning using a variety of work samples, they go beyond what grades, numbers and scores alone can show. They are able to examine the depth, the detail, and the range of their own learning to figure out their strengths and what they need to work on next” (Gregory, Cameron, Davies, 2010) This is all part of learning to self-monitor and is recognised as an essential skill for self-directed, independent, lifelong learners. Elbow (1986) Progress is based on actual performance rather than on how well learners perform in comparison to others (Lytle and Wolfe 1989; Sticht 1990).
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.
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.