DTLLS Learner Assessment
Assignment: 3 Assessment
Assessment comes in many forms in teaching, some more effective than others. Why we carry out assessment is something that needs to be understood before selecting the most appropriate style. Assessment is a key aspect in teaching and learning, from the first moments in a new learning path assessment takes place, a teacher must work with the student to understand what they do or do not know about the topic to identify any gaps in the individual’s knowledge. As well as identifying knowledge the assessment acts as a guide to see if the student is at the correct level or even course, but to also see if there are any other underlying facts such as learning difficulties.Armitage (2003 P155) states “we can also be tempted to include assessment automatically in our programme of work without considering its appropriateness or the way in which it will affect individual or group learning”. Assessment is also used as evidence towards a qualification, but many people have misconceptions towards assessment. In my opinion I think that many people believe that assessment is just a result that you get after a test; however it also shows how people want to learn and how will they cope with the subject. Furthermore, depending on what assessment is used, it can exhibit how involved the learner is and how enthusiastic they are about the subject matter and the course.
Assessment is not just for the learner but also for the teacher, one form of assessment does not necessarily mean learning and understanding has taken place. We need to identify if learning is taking place rather than just storage of information, which can gain the right results but not for the desired reasons. So far my assessment methods have varied as I have tried to focus on the types of assessment that have been used in my own previous learning education.I know that there are also still many different methods that I could try or even develop the styles I currently use further.I think that
Assessment comes in many forms in teaching, some more effective than others. Why we carry out assessment is something that needs to be understood before selecting the most appropriate style. Assessment is a key aspect in teaching and learning, from the first moments in a new learning path assessment takes place, a teacher must work with the student to understand what they do or do not know about the topic to identify any gaps in the individual’s knowledge. As well as identifying knowledge the assessment acts as a guide to see if the student is at the correct level or even course, but to also see if there are any other underlying facts such as learning difficulties.Armitage (2003 P155) states “we can also be tempted to include assessment automatically in our programme of work without considering its appropriateness or the way in which it will affect individual or group learning”. Assessment is also used as evidence towards a qualification, but many people have misconceptions towards assessment. In my opinion I think that many people believe that assessment is just a result that you get after a test; however it also shows how people want to learn and how will they cope with the subject. Furthermore, depending on what assessment is used, it can exhibit how involved the learner is and how enthusiastic they are about the subject matter and the course.
Assessment is not just for the learner but also for the teacher, one form of assessment does not necessarily mean learning and understanding has taken place. We need to identify if learning is taking place rather than just storage of information, which can gain the right results but not for the desired reasons. So far my assessment methods have varied as I have tried to focus on the types of assessment that have been used in my own previous learning education.I know that there are also still many different methods that I could try or even develop the styles I currently use further.I think that
References: Armitage. A. Et al. (2003). Teaching and Training in Post-Compulsory Education. 2nd Ed. Maidenhead: Open University Press