PPA Level 4 Assignment 2.3 Theory 1
Produce a methodology for the chosen area of research, the approach taken and a précis of findings.
Research the following points and produce a written rationale for each of the following Principles of assessment, different methods, strengths and limitations of these, relevant to their subject area, which can effectively meet the individual needs of learners. Peer and self-assessment; how this can promote learner involvement and personal responsibility How feedback and questioning contribute to the assessment process The types of assessment records which would be used to meet organisational and external requirements
1 Principles of assessment, different methods, strengths and limitations of these, relevant to their subject area, which can effectively meet the individual needs of learners.
The following guidelines, from the Qualifications and Curriculum Authority in 2007 set out some principals for assessment for learning. 1. Assessment for learning should be part of effective planning of teaching and learning 2. Assessment for learning should focus on how students learn 3. Assessment for learning should be recognised as central to classroom practice 4. Assessment for learning should be regarded as a key professional skill for teachers 5. Assessment for learning should be sensitive and constructive because any assessment has an emotional impact 6. Assessment for learning should take account of the importance of learner motivation 7. Assessment for learning should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed 8. Learners should receive constructive guidance about how to improve 9. Assessment for learning develops learners' capacity for self-assessment so that they can become reflective and self-managing 10. Assessment for learning should recognise the full range of achievements of all learners
Used properly, assessment can serve as both and initial gauging of a student’s skill level an as a constant two way communication between teacher and student, helping the student recognize progress and avoid pitfalls and helping the teacher track progress as well as adapting their teaching methods to encourage further engagement. Assessment can also happen between peers for example when a group is encouraged to feed-back on a fellow student’s work and both student and teacher should make full use of self-assessment as it encourages independence. Assessment can be used to help raise a student’s learning expectations and build self-confidence. Importantly, assessment and feedback should always be constructive, aiming towards a win win situation. Below are some examples of assessment activities within the musical context. Musical Activity | Assessment Strategies |
Listening and Analyzing |
Analyze a given dance music track in terms of structure and instruments used. A computer based task with a multiple choice test as part of the audition process to a music production course. | Initial assessment – Audition Evidence – Score from test on computer. Computer / Paper assessment. | At the end of each term, listen to previous work from the last three modules, analyze and describe how these pieces show your progression. | Formative assessment. Evidence – Written report from student, discussion. Self-assessment. | As part of the first lesson of a new bass student they are asked to listen to a piece of music and transcribe the bass-line in order to assess their skill level. | Initial assessment Evidence – Written score. Teacher assessment | Comparing a 1940s recording to a 1980s recording and write an essay as part of a final assessment. | Teacher / examiner assessment Summative- based on a final essay Evidence –Final written work | Listening test identifying intervals in a piece of music, as part of a functional harmony module | Formative, you can have interval...
Please join StudyMode to read the full document