Aligning Teaching, Learning and Assessment Ts1303

Topics: Assessment, Educational psychology, Formative assessment Pages: 6 (2110 words) Published: April 22, 2012
Aligning Teaching, Learning and Assessment TS1303

In this assignment I will be evaluating a current scheme of learning for Public Health which is a module aimed at level 3 students. I will re-examine the alignment within it and determine if learning will be successful with the current teaching, learning and assessments I have in place, analysing if I am meeting the needs of the learner group with the learning assessment methods and expected outcomes. Before we can begin to assess we must ask ourselves what assessment is and why we need to assess. (Petty 2009) “Assessment serves many different purposes. It can grade the attainment of learners, help to select students for jobs or future courses, contribute to evidence on the effectiveness of courses and teachers and provide a long term goal for learners” Assessment allows us as tutors to determine if learning has been successful and learners are achieving the required criteria to fulfil the requirements of the awarding body. It allows us to know where additional support is required for individual learners, putting strategies in place. Also before we begin to assess we must decide the most effective form of assessment method beneficial to both curriculum needs and student needs. The curriculum dictates assessment needs as to whether it is formative, summative, criterion referencing or norm referenced. For clarification I will discuss different styles of assessment highlighting one assessment method I use when assessing my learners in the form of formative assessment. Formative assessment is an ongoing assessment throughout the qualification which allows the tutor to form judgment on whether and to what extent learning is being achieved. To show any gaps in knowledge and understanding enabling the tutor to take action in revisiting any problems area’s and modifying teaching and learning to accommodate individuals or groups. There are a variety of formative assessment methods tutors may use. Ongoing practical observation, subject related assignment work, projects, professional discussions, oral questioning in relation to this or previous lessons, practical test following a demonstration, group discussions, peer observation. All the methods are ongoing throughout the qualification with constructive feedback. I am in agreement with Petty (2009) when he identifies that Formative assessment feedback should be informative feedback to learners while they are still learning the topic. But to be truly formative feedback the information must be used by the learner to improve. (Petty 2009 p482) says “If learners don’t know what they are trying to do they are most unlikely to do it. They need information about what they have done well and what is good about it and Information about what needs improving and how to improve it” Summative assessment takes place at the end of a qualification or course it is a final summing up of what the learner is capable of. The summative assessment can be assessed in various methods. Traditionally in schools it is the taking of exam GCSEs or A Levels. In further education is could be a combination of final assignment, project work, various academic and practical tests. The summative assessment gives the tutor a final indication of the level of achievement. The final marking of the summative assessments as previously mentioned can be split into two areas Norm and Criterion referencing. Norm referencing is normally recognised with the more traditional forms of end examinations. Reece and Walker (2004 pg 320) Describe norm referencing as assessment due to its relationship with the curve of normal distribution (that is, a small percentage achieve distinctions and a small amount fail, but the majority of the learners obtain average marks), employed in external examination to ensure that standards are maintained (especially where large numbers take the examination). Criterion referencing applies to continuous assessment so that many more of the outcomes and...
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