Unit 301 Understanding the Principles and Practices of Assessment
|1.1 Explain the roles & functions of: | |initial assessment in identifying learner needs | |formative assessment in tracking learner progress | |summative assessment in assessing learner achievement | |The initial assessment pin-points the learners individual needs. This can lead to additional support being allocated; this is known as | |ALN. We can identify from sources such as Skills Scans, Learning styles, numeracy and literacy assessments. Skills scan identifies what | |skills the learner has with-in their job role it lets us understand the role of the learner so we make sure they can achieve the right | |qualification to suit their vocation. This makes sure that they are able to complete the units involved and also that the assessor is | |able collect relevant evidence. Learning styles is also completed in the initial assessment this give us an indication on how the learner| |prefers to be learn. This helps the assessor to understand the best to plan the assessments, based on what type of learning style the | |learner requires to achieve the given level required to complete assessments. There are 3 types of learning styles that can give us more | |of an understanding Practitioner, Explorer and Reviewer. The learning styles indicator helps us select the deliver the correct | |opportunities and the right method of assessment. This provides us with the information to tailor the training programme to the learner’s| |specific needs. There is also an initial assessment on numeracy and literacy also completed at the initial assessment; If the learner | |score level 1 in either assessments no ALN is allocated for that area. We can also use the BSBK diagnostic we are provided to understand | |the areas in which the learner needs additional support so we can appropriately deliver the programme if need we can implement a D148 | |Learning Session Plan. We use this to set objectives to focus on areas that the learner needs to improve in. When we use this we can | |relate to the learning styles indicator to provide us with the information to plan the learning session. We also need to feedback and | |summarise the objectives to make sure they have been met, this needs to be separate from the Learner support both can not be achieved at | |the same time. | | | |Formative assessment is used by VLA's to provided the information needed to adjust learning while it is happening, Formative assessment | |informs both assessor and learner about the learners understanding at a point when timely adjustments can be made. The adjustments ensure| |that learners achieve targeted standards-based learning goals within the funned dates. It also helps assessors to determine the next | |steps during the process of qualification. Formative Assessment can help motivate learners and keep them interested in learning. | |Assessors may use this to give positive feedback in parts to encourage the learner. | | | |Summative assessment is used by VLA's to measure the level of success of competency that has been obtain at the end of an instructional | |unit,...
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