PRINCIPLES OF ASSESSMENT IN LIFELONG LEARNING
The learning process is such that it is imperative that learner’s progress is assessed to ascertain how much the student has learnt, in addition to how much still needs to be learnt. In conjunction with the learner’s active participation, it is important that the teacher, understands both the content which is being taught as well how to assess effectively. In order to be a high-quality and effective teacher I aim, within this text to identify precisely what assessment is, how to apply it well and to ensure that it fits the required frameworks which further quantify good assessment. I will aim to tailor my examples of assessment to those that will be used most commonly in the lifelong learning sector. I also aim to compare the different assessment techniques involved in lifelong learning, with the ultimate goal of assessing their own strengths and limitations. Furthermore I will be explaining how I would involve the learner in this process or assessment, in teacher set, peer assessment and self-assessment. The final part of this assignment will be explaining the importance of record keeping in learning assessment, in combination with the legal requirements an organisation is governed by with reference to record keeping. The different types of assessment used in lifelong learning. The different assessment types can be broken down into 3 key areas employed throughout the learning process, these types are, initial, formative and summative assessments. It is important, as teachers, we understand the different ability levels of our individual students from the outset of the learning process, which is why the first initial assessment stage is key. Throughout the learning process I would use different types of formative assessment to establish what development is taking place, the final stage of assessment is summative assessment. Table 1 below breaks down the 3 different stages and how they can be useful to both learner and teacher. Initial Assessment (Pre learning process)
| Formative Assessment (During the learning Process)
| Summative Assessment (At the end of the learning process)
| This stage would take place prior to the learning process starting. It can be used to determine any previous knowledge that a learner may have. The Visual, Audio and Kinaesthetic (VAK) learning styles assessments are used at this point. Allows teachers to establish any particular learning needs that an individual student may have.
| Enables the teacher to be able to assess how much the students already know and to identify and gaps in the learners’ knowledge. Can very often be less formal than in summative assessment.
| Taken at the end of the learning process, this final stage of assessment process, is very commonly more formal than some forms of formative assessment.
| Table 1
Gravells (2012) building upon Fleming (2005) and Honey and Mumford (1992), writes of how the difference in learning styles can heavily influence the effectiveness of different types of assessment. Fleming (2005) states that people can be grouped into four different styles of learning, Visual, Aural, Read/Write and Kinaesthetic (VARK). Table 2, taken from www.businessballs.co.uk shows Fleming’s (2005) 4 key learning styles Visual
| Visuals learners learn best by seeing. They therefore benefit when teachers write key points on the board instead of just saying everything out loud. They especially benefit from study charts and diagrams. Teachers can help visual learners by using PowerPoint presentations or, for younger students, by making sure the classroom environment has plenty of visuals such as posters or wall charts.
| Aural learners learn best by hearing. While they do well with lectures, they might be at a disadvantage when it comes to assignments because of the degree of reading involved or because instructions are usually given on paper only. Teachers can help auditory learners in this...
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