Principles of Assessment in Lifelong Learning
Principles of assessment in lifelong learning
Task A part a
The assessment process is a vital part to teaching in the lifelong learning sector. All assessment requires the collection and recording of evidence of student learning. There are many aspects to assessment which will begin from the point of the leaner completing their initial application form. The principles of assessment come under three different headings, Initial assessment, formative assessment and summative assessment. Each of the assessment criteria come with specific outcomes for the learner this will assure the learner is getting the best possible outcome to their learning.
Looking at figure 6.1 Gravells, A (pg112) assessment cycle as shown below
The initial assessment will be the crucial part of the learning journey. This will provide the relevant information needed to decide the leaner’s starting point. It is the level from which the learner’s progress and also achievement can be calculated.
As stated by Green, M. (2003) “Initial assessment needs to be done with learners rather than to them. It should be of benefit to learners and help them feel positive about themselves and their potential to learn.”
Initial assessment may start with establishing the learners, interests, aspirations; experience and motivation or it may be part of a “getting to know you” activity in induction. It allows you to look at the learning styles which are relevant to each learner. Whatever method you choose it needs to be flexible and should reflect the nature of the learner. From using a range of assessment methods it will enable you to summarize the learners starting point. Whichever method is chosen, it is important that initial assessment contains some form of skill/knowledge assessment which can be validated by the tutor. The initial assessment will allow the planning for any other services which may be required to assist the learner.
It is essential that all interaction which takes place with the
Task A part a
The assessment process is a vital part to teaching in the lifelong learning sector. All assessment requires the collection and recording of evidence of student learning. There are many aspects to assessment which will begin from the point of the leaner completing their initial application form. The principles of assessment come under three different headings, Initial assessment, formative assessment and summative assessment. Each of the assessment criteria come with specific outcomes for the learner this will assure the learner is getting the best possible outcome to their learning.
Looking at figure 6.1 Gravells, A (pg112) assessment cycle as shown below
The initial assessment will be the crucial part of the learning journey. This will provide the relevant information needed to decide the leaner’s starting point. It is the level from which the learner’s progress and also achievement can be calculated.
As stated by Green, M. (2003) “Initial assessment needs to be done with learners rather than to them. It should be of benefit to learners and help them feel positive about themselves and their potential to learn.”
Initial assessment may start with establishing the learners, interests, aspirations; experience and motivation or it may be part of a “getting to know you” activity in induction. It allows you to look at the learning styles which are relevant to each learner. Whatever method you choose it needs to be flexible and should reflect the nature of the learner. From using a range of assessment methods it will enable you to summarize the learners starting point. Whichever method is chosen, it is important that initial assessment contains some form of skill/knowledge assessment which can be validated by the tutor. The initial assessment will allow the planning for any other services which may be required to assist the learner.
It is essential that all interaction which takes place with the