The different forms of assessment lend themselves to supporting this process. This theory is supported when, "In the right hands, assessment can inspire, motivate and provide the feedback which is essential for targeting prompt corrective help." (Petty, 2009 p47) The assessment process can be condensed into three basic phases. 1. Initial assessment Identifying a starting point for the learner 2.
Why is it desirable to maximise individual and team participation in learning events and how can this be done? As a manager we are in a positon to support and encourage our team members to actively seeks ways to build learning experiences about tackling new challenges and looking at problems in new ways. We can do this by learning events as per below; • Demonstrations • Role-plays, games and simulations • Discussions, presentations, brainstorming • Case studies, problem solving / analysis activities • Field trips • Assignments, projects and reports • Work-based learning –on the floor Facilitate and promote learning 3. What role does workplace supervisors/management play in facilitating and promoting learning? Supervisors/Management role in facilitating and promoting learning is encouraging dialogue amongst the teams in order to facilitate team
They can provide expertise that is not readily available in-house and can show a demonstrated competence in the learning that is required. 2. Why is it desirable to maximise individual and team participation in leaning events and how can this be done? Maximising participation in learning events allows the organisation to create efficient procedures to promote a positive learning environment. By establishing a learning environment the organisation is better prepared to conduct business, retain staff and ensure the organisational goals are met.
It firstly identifies the skills matrices for the organisation and then delves into what the current competencies are of each individual against this predefined set of skills required to fulfill a specific role. The outcome of the skills audit process is a skills gap analysis. This information will enable the organisation to improve by providing the appropriate training and development to individuals to cater for the identified skill gaps. The skills audit process will also provide information which can be used for purposes such as internal employee selection and to ensure that the correct person is deployed in each position. 2.
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.
Keeping records is a very important reflexive tool for both teachers and learners in the educational setting. Accurate records taken throughout a course enables both teacher and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measure against which to view learning objectives. Records indicate whether pupils have learnt what has been taught and are making sufficient progress with the course; who needs more help or is ready for more extensive work by assessing better or worse progress than expected; and whether teachers need to refine any aspects of their teaching by assessing successes or shortcomings where teaching needs to be strengthened. Attendance data taken on a close protection course gives an idea of where students may fall behind with learning outcomes through non attendance. Identifying non attendance could indicate a problem external to the teaching setting which may benefit from referral to other professionals or could point to students’ dissatisfaction with the teaching style which could be addressed by reassessing the teaching methods used in order to promote more inclusive practice.
Vygotsky (as cited in Nicholls, 2003) argued that the performance in the Zone of Proximal Development improves when the learning journey towards the learning outcome is scaffolded and facilitated. Therefore, it appears that explicitly teaching the main elements of metacognitive processes - planning, monitoring and evaluating – in the classroom would be highly beneficial to students (Woolfolk & Margetts, 2013). Drawing on Rowe’s template (as cited in Wilks, 2014, p. 4), three explicit instruction techniques - modeling, opportunity for practice and feedback - will be used below to implement two metacognitive planning strategies. • Strategy No. 1: Metacognitive Note-taking Though
The Role of a teacher can be put to a single word, an Assessor. As a teacher I am constantly assessing and adapting to different roles. I must be a Friend, Counsellor, Judge, Mentor and many other roles depending on the class or student. Most students each have their own individual learning needs and for me to do my job at best I must first assess the students’ needs/skills to encourage equality, diversity and inclusion. The best way for me to achieve this to to start by carrying out initial assessments to help me identify varied learner needs such as average reading skills, poor pronunciation or possible handicaps.
I. INTRODUCTION As established by Ann Gravells: “Evaluation is a form of assessment that revolves depending on the outcome of the lesson. It is also a process that is aimed at appraising feedback from the learners and highlights whether the objectives were feasible or not. If the feedback is unsuccessful the tutor will have to revisit the concept, re- plan and teach it again.” (2008: 235) However, self-evaluation requires more than just answering questions about our performance; it implies self-awareness and increased consciousness to recognize our flaws and opportunities for them to become the baseline for self-improvement. During the following pages, an outline summary and reflection of my teaching process is given, describing the successful and less successful elements encountered during a regular grammar open class, as well as the key aspects and action plans for both: Personal and professional development.