Research Report 012a.
In this report I will describe what types of assessments there are and how they are used in my job role. I will also talk about peer and self-assessment and reflect on how they may be used in the assessment process. I will then talk about how I would involve my learners in the assessment process.
Initial – everyone should undergo an initial assessment at the start of any learning. These will help to define at what stage their needs are and if any additional help is required. It is important to determine this at the start as you need to know what help the learner requires. It is up to the employer/teacher to arrange the initial assessment, not the learner. There are several ways to undertake an initial assessment and this varies on the job/area of learning. The initial assessment should be centred on the learner so they feel that they are part of it… this then can develop into their Individual Learning Plan (ILP). An example of this is the fast-track assessment. We do this at the start of a stand-alone diploma. It is only for us to see if the learner struggles with the 2 functional skills, and if they do we offer them support if they wish to take it. Formative – on-going assessment through the learning period. Can be informal or formal and can be done regularly, so that you can share with the learner any other areas need to improve on. You highlight positive feedback, make the learner aware that they are doing a good job towards their knowledge and that they show competence in their job role. Give negative feedback, so that the learner can develop on it, this may be that their knowledge needs to be more in depth, that they need to give examples or that they need support in their job. Formative assessment can be tutor led, peer or self-assessment. The ultimate aim should be to develop a learner’s ability to self-assess in a formative manner so that they develop the skills of self-evaluation necessary for lifelong learning. An example of this is the review sheets we fill in. These are done after each time we see our learners. We give them feedback on work we have previously been sent, and on what we have observed the learner doing at work. We offer support, idea changes if needed and ask them what they think. Summative – is a formal meeting between you and the learner at the end of the learning process. It gives the learner chance to show what they have learnt and if they have reached what they were aiming for. Summative assessment is focused on bringing all the evidence together to see if the learner has achieved the criteria that is asked of them. An example of this is when we have a meeting for the end of the learning process. We sometimes do it with the learners’ employer, but it may not be necessary. We assess how the learner felt they have done, whether they believe things could have been a little different and what they have learnt from the experience.
Roles and Responsibilities of Assessor – Initial assessment to ascertain the level of skill in the learner, identify possible barriers and learning styles. You can either offer them fast-track which shows a basic understanding of maths and English, or if they are doing an apprenticeship you give them the full English and maths assessments. These are then passed onto the functional skills teacher who then marks them. This is for when they then do their functional skills to achieve an award. An example of this; I recently inducted a learner that is classed as ESOL. He isn’t doing the apprenticeship diploma so only required a fast-track assessment. Because of his language barrier he did not understand some of the questions on the assessment. I tried to explain to him what the questions asked of him, without telling him the answers. He asked me to spell something, which I told him I could not do as this was actually the answer to the question. When he had finished I reassured him that it was okay, and that if he wanted extra help with...
References: C.A. Palomba, T. W. Banta 'Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education '. 1999. Jossey-Bass Publishers San Francisco
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