Unit 3: Enabling and De3Livering Learning Dtlls
Introduction
Assessments within learning have one ultimate goal being to evaluate the learners progress by offering in stages validity, authenticity, reliability and fairness within the assessment process. Progress however can mean many different things; in the case of some of my learners attending two sessions in a row is considered progress.
This is why assessments should be an ongoing process throughout the learning experience. Assessments are not only there to assess a learner to sit an exam to test a learner’s knowledge of the subject matter but to:
Motivate: Learner’s are able to feel motivated to learn following praise and this assists the learner to build self esteem. Within my own organisation we review learner’s progress every 4 weeks enabling the learner to receive positive feedback on the work already produced and target them for the following month. This allows the learner to understand their own learning journey and what needs to still be achieved; the learner is able to take ownership and pride in their learning.
Plan: Assessment assists the tutor in establishing prior learning and what still needs to be achieved. Tutors need assessments to offer learners an individual and worthwhile experience teaching learners what they need rather than what they already know.
Assess teaching practice: Assessments allow tutors and teaches to reflect on their own teaching practices, how and if learners have retained the information and allows them to device or modify any materials to suit the current learners on their caseload.
‘’Assessments should be seen as an intrinsic part of the learning process rather than something which is just ‘tacked on’ at the end in order to get some marks’’
Rust, 2002, www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/p_p_assessment.pdf
Assessments can present themselves in several forms: Method | Aspects | Formative | * Provide feedback for teachers adjust activities etc * Identify and amend any
Assessments within learning have one ultimate goal being to evaluate the learners progress by offering in stages validity, authenticity, reliability and fairness within the assessment process. Progress however can mean many different things; in the case of some of my learners attending two sessions in a row is considered progress.
This is why assessments should be an ongoing process throughout the learning experience. Assessments are not only there to assess a learner to sit an exam to test a learner’s knowledge of the subject matter but to:
Motivate: Learner’s are able to feel motivated to learn following praise and this assists the learner to build self esteem. Within my own organisation we review learner’s progress every 4 weeks enabling the learner to receive positive feedback on the work already produced and target them for the following month. This allows the learner to understand their own learning journey and what needs to still be achieved; the learner is able to take ownership and pride in their learning.
Plan: Assessment assists the tutor in establishing prior learning and what still needs to be achieved. Tutors need assessments to offer learners an individual and worthwhile experience teaching learners what they need rather than what they already know.
Assess teaching practice: Assessments allow tutors and teaches to reflect on their own teaching practices, how and if learners have retained the information and allows them to device or modify any materials to suit the current learners on their caseload.
‘’Assessments should be seen as an intrinsic part of the learning process rather than something which is just ‘tacked on’ at the end in order to get some marks’’
Rust, 2002, www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/p_p_assessment.pdf
Assessments can present themselves in several forms: Method | Aspects | Formative | * Provide feedback for teachers adjust activities etc * Identify and amend any
Bibliography: CAL (2009) Understanding Assessment [online] available at: http://www.cal.org/flad/tutorial/reliability/3andvalidity.html (accessed on: 28/05/12) Education.com (2012) Formal Assessment [online] available at: http://www.education.com/definition/formal-assessment/ (accessed on: 28/05/12) Oxford Brooks University (2002) Purposes and Principles of Assessment [online] available at: http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/p_p_assessment.pdf (accessed on: 28/05/12) Virginia Tech (2011) Assessment Purposes [online] available at: http://www.edtech.vt.edu/edtech/id/assess/purposes.html (accessed on: 28/05/12) Wikipedia (2012) Criterion-Referenced Test [online] available at: http://en.wikipedia.org/wiki/Criterion-referenced_test#Definition_of_criterion (accessed on: 28/05/12) Wikipedia (2012) Formative Assessment [online] available at: http://en.wikipedia.org/wiki/Formative_assessment (accessed on: 28/05/12) Wikipedia (2012) Norm-Referenced Test [online] available at: http://en.wikipedia.org/wiki/Norm-referenced_test (accessed on: 28/05/12) Wikipedia (2011) Summative Assessment [online] available at: http://en.wikipedia.org/wiki/Summative_assessment (accessed on: 28/05/12) Yahoo (2012) Informal and Formal Assessments [online] available at: http://voices.yahoo.com/formal-informal-assessments-64269.html (accessed on: 28/05/12)