Dtlls - Enabling Learning and Assessment

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Coursework 1 – Reflective Account of Peer Assessment Activity Within this piece of work I will be reflecting on an assessment activity used by a peer whilst I was observing their lesson for A-level psychology. The learners were all aged 17-19 and the lesson was on theories of depression and was a revision session for learners before their exams the following month. The assessment activity was an informal formative assessment where the students were placed into groups of two or three learners and were then given an area of the subject matter, the learners then had to create revision notes as a group on a piece of flipchart paper using their own notes and text books. The learners were then given 15 minutes to revise these notes, once this time was up the tutor then asked the learners to all find a new partner and then teach their revised notes to their peer. The ‘tutor’ peer would try to give all their key notes without looking at the flipchart, but some learners were allowed when they got stuck on certain points. The ‘student’ peer would have to take written notes to aid with their revision. The learners would then swap in their pairs and the roles would be reversed, after both learners had shared their revision notes they would then swap again to find a new learner to pair with, this process continued until all learners had a full set of revision notes for the subject. Brown et al on the subject of assessment ‘validity’ state ‘It is often described as the match between what is intended to be measured and what is measured.’ (Brown et al., 1997, p.239). I believe this activity was very valid as it allowed the tutor to assess the notes the learners would be revising from for a summative exam in the future. The aims of this assessment were explained in full detail and the learners understood what was expected of them from this activity. The point of the activity was for peer learning to take place to aid revision in the subject of theories of depression; this was definitely achieved by the end of the lesson as every learner had a full set of revision notes on each aspect of the subject confirming the validity of the assessment. The students were in charge of creating their own notes in each group and then passing these notes onto their peers, this does cause some reliability issues as with all learners some students may have put more effort into their revision notes than others. Therefore you may get a learner who has put as much information into his or hers notes as possible giving a vast amount of knowledge on a certain area of the subject and they may then receive from a peer basic knowledge of another area of the subject. Reece and Walker talk of ‘reliability’ as ‘the ability of a test to consistently measure what it is supposed to measure.’ (Reece and Walker, 2007, p.348), I believe this method of assessment does not consistently measure but the tutor did circulate the classroom at all times aiding learners if they were finding it hard to put key points down on paper. This method does however aid differentiation as less able learners were given the chance to gain knowledge of the subject from more able learners. The more able learners also had the chance to practice and develop their subject knowledge aiding revision in the class. Word Count: 520

Brown, G., Bull, J. and Pendlebury, M. (1997) Assessing Students Learning in Higher Education. Oxon, p.239. Reece, I. and Walker, S. (2007) Teaching, Training and Learning: A Practical Guide. 6th ed. Sunderland: Business Education Publishers Ltd, p.321.

Coursework 2 - Assessment Information within own Organisation Assessment information within my own organisation is recorded from the beginning of a learner joining the college. Every potential student as part of the interview stage takes part in a minimum core assessment; this is a basic screening test to assess the student’s literacy and numeracy skills. This initial assessment allows us to correctly...
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