The purpose of assessment in learning is to determine the learner’s level of competence by using a range of different methods. Based on the findings of the assessment and the evidence gathered during the assessment, decisions can then be made by comparing the evidence against the qualification standards. This will determine if the learner’s Competence, Knowledge & Understanding of the subject, and Skills required to carry out required tasks are of a sufficient level to meet the laid down criteria. Assessment should be used to focus on improving and reinforcing learning. It can help a learner understand how they are progressing and what they may need to do to improve their knowledge and progress further.
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. For example, to be able to recognize the broad choice of skills in all areas of pupils development. This will help teachers and teaching assistants to set out goals that need improving and building upon current skills to allow pupils to achieve their educational attainment at different levels. Moreover it is important to observe and assess in order to identify and comprehend the cycle of development in children. This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school.
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.
The assessment process should focus on improving and reinforcing learning as well as measuring achievement. The process will help the learner see how well they are doing and what they need to do to improve Assessments should be carried out on a regular basis, which will provide an opportunity to feedback to the learner The assessment process is a systematic process where an assessment cycle will be followed until the learning has been completed. During the cycle, assessors should ensure the standardisation of assessments, which in turn, will ensure consistency, fairness and ensure the requirements of assessments are interpreted in the same way by all assessors. This can be done by standardisation meetings. The Assessment cycle: Initial Assessment: The initial assessment process allows the assessor to determine whether the learner has any previous knowledge and experience.
* 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
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
1.3 - Explain the responsibilities of the assessor It is the responsibility of an assessor to carry out their assessments in accordance with the associated criteria, ensuring all submitted work conforms to VARCS .Working with the learner to agree an assessment action plan. It is the assessor`s responsibility to plan and organise assessments to provide regular formative checks on the learning
Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The teacher’s role, responsibilities and boundaries are permanently changing, evolving and being assessed in order to give the best possible learning experience to all students. Using the teaching/training cycle can benefit your personal development if you refer to and use its principles. The first stage of the cycle is Identify needs, this begins with the initial assessment where we can determine the learners needs and the correct course for them to achieve. We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic).
CTLLS Unit 2 Assessment Issue Date: Submission Date: Planning and Enabling Learning Rationale: Unit 2 will provide opportunities for trainee teachers to develop their competence in planning to meet the needs of individual learners through negotiation of appropriate individual goals, the effective preparation of sessions, the application of appropriate teaching and learning strategies and resources, the management and delivery of inclusive learning and the application of knowledge about the minimum core. In working towards achieving this, trainee teachers will be required to evaluate the effectiveness of their own teaching and learning in the development of their professional skills. Assessment Criteria: describe the level of achievement
Assessors are responsible for planning of the learning programme, delivering learning or coaching in an effective and timely manner, making judgements about what they see the learner do as part of their job role, record assessments and communicate assessment results to the learner and their mentor/manager.Internal Quality Assurance – responsible for planning of assessment visits, observations and verification schedules; monitoring learner progress and assessor planning; standardisation planning, ensuring up to date information is communicated effectively; developing delivery strategies. | Explain the regulations and requirements for internal quality assurance in own area of practice | My own area of practice includes classroom based teaching and work based learning. As part of the quality assurance process it is important to ensure that all relevant regulations are in place, current and are being followed. Regulations are closely monitored not only by the organisation but also by external regulatory bodies, whereby the impact of non-compliance can result in removal of claims status or withdrawal of services from the awarding body. Internal quality