Record Management, Evidence of Learning.
In a world that is bound by results, demonstrating that learning has taken place is pivotal. But why would a student want to have ‘proof’ that new competencies have been acquired? Perhaps to show to an employer or some other entity, through a tangible document, that knowledge or ability in a particular area has been achieved. What about learning providers and teachers? For similar reasons to that of the student’s plus a few other reasons that go a step further. While learners respond primarily to themselves and secondly to third parties (e.g.: an employer, parent(s) in the event of a minor, a benefits agency or school for further study, etc.), likewise do learning providers and educators. The exception here is that schools typically respond to more than one external agency plus the student they just formed. Of these external agencies that schools and colleges respond to are awarding bodies, governmental authorities, auditors and inspectors to name a few, whose purpose is to verify that the quality and the standards set by them are being met. Assessments, to be valid, must be consistent, accessible, detailed, earned, and transparent. The school administration then passes on these guidelines that need to be met onto the teachers who, in turn, decide what will be assessed, when and how. Linda Wilson (2008: 273) said that “the output of assessment is ‘evidence’” and “assessment in educational terms usually means ‘a method of confirming learning’”. However, this assessment needs to be valid, specific, measurable, relevant, fair, reviewed and recorded. There are two broad methods of assessing students. The ‘direct’ method involves evidence of the learner’s work and the ‘indirect’ method involves evidence or opinions of others. Within the direct method the teacher can use observation, simulation, project and assignment, written and oral questions, and professional discussions. Within the indirect method...
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