C&G 7305 DTLLS
Unit 3: Enabling Learning & Assessment
Word Count: 3,117
As a college based Management Apprenticeship assessor and trainer working within Corporate Development Training nationwide, I use a range of assessment methods.
Initially in this assignment, I intend to describe and evaluate two different assessment methods, which I use to assess the progress of my learners.
Through the identification of these assessment methods, I will analyse their purpose and the role that they play in my learner’s development; and how these are used to identify learner progress and confirm their knowledge and understanding. I will explore theories and principals of assessment, covering formative and summative assessment; and attempt to critically discuss how equality and diversity impacts on my learners during assessment. I will further explore how this impacts on my own practice and how I can ensure that methods are varied and fair and that they used according to the diverse range of learners that I encounter.
Using learner and observation feedback, I aim to reflect on my own performance in relation to the effectiveness of various assessment methods that I use. By evaluating my approaches, I hope to explore areas that will reveal areas of strength and also how I can develop my own practice where assessment is concerned.
Describe, use and evaluate two different assessment activities used to check the learning of either individuals or a group of learners. (800 words)
‘‘Assessment is the term given to the process of checking that learning has occurred. It is the way teachers know whether or not they have been effective in their sessions’’. (Wilson, 2009, p.266)
The two assessment methods from the varied range that I use are observation and assignment. These are particularly pertinent as I use these to assess performance of competence in the workplace; and latterly the knowledge and understanding elements of the Apprenticeship framework. The directorate in which I work requires that we have robust systems in place to record and report on learner’s progress and achievement. These are in place to provide an audit trail to support external agencies such as: OFSTED, Awarding bodies & CFA. These also provide evidence of both formative and summative assessment decisions, which assist both colleagues and I, in accessing information such as: internal verification, progress, developmental needs and achievement for example.
I use observation mainly when assessing the QCF element (NVQ) and during the communication element of functional skills. I use this as a primary source of assessment to establish if learners are competent; making judgements against a set of criterion. These are laid down by the awarding bodies and are fair, valid, reliable and sufficient. I record assessment through observation by a written holistic report and then make judgements of competence against the criterion. This ensures that it is fair as; ‘’assessors inventing their own standards that can lead to varying degrees of competence’’. (Wilson, 2009, p.276)
I encourage the learner to collect product evidence during observation; this is then used to form the basis of professional discussion in the future. These three evidence methods are used in conjunction to triangulate the assessment; in order to make it valid, reliable and sufficient. Prior to observation I ensure that learners are fully conversant with the standards required of them; and then put them at ease to enable them to perform to their potential. Assessment through observation can be daunting to some learners and due consideration should be made to initial assessment outcomes; and whether they are ready to be assessed in this way. This can be avoided to a degree by maintaining a suitable distance and allowing the learner to make mistakes; albeit ensuring safety at all times.
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