Assignment: 3 Assessment
Assessment comes in many forms in teaching, some more effective than others. Why we carry out assessment is something that needs to be understood before selecting the most appropriate style. Assessment is a key aspect in teaching and learning, from the first moments in a new learning path assessment takes place, a teacher must work with the student to understand what they do or do not know about the topic to identify any gaps in the individual’s knowledge. As well as identifying knowledge the assessment acts as a guide to see if the student is at the correct level or even course, but to also see if there are any other underlying facts such as learning difficulties.Armitage (2003 P155) states “we can also be tempted to include assessment automatically in our programme of work without considering its appropriateness or the way in which it will affect individual or group learning”. Assessment is also used as evidence towards a qualification, but many people have misconceptions towards assessment. In my opinion I think that many people believe that assessment is just a result that you get after a test; however it also shows how people want to learn and how will they cope with the subject. Furthermore, depending on what assessment is used, it can exhibit how involved the learner is and how enthusiastic they are about the subject matter and the course. Assessment is not just for the learner but also for the teacher, one form of assessment does not necessarily mean learning and understanding has taken place. We need to identify if learning is taking place rather than just storage of information, which can gain the right results but not for the desired reasons. So far my assessment methods have varied as I have tried to focus on the types of assessment that have been used in my own previous learning education.I know that there are also still many different methods that I could try or even develop the styles I currently use further.I think that assessment can be a big challenge to overcome for some students, as I remember from my own experiences that I was nervous before any exams theory or practical. For example, when I used to receive feedback from my assessment tasks I would always beanxious and nervous to discover whether it was a positive or negative response. The negative feedback could have a huge impact on the learner’s future conceptions of their assessment. When I asses a piece of work I don’t consider what impact this might have on the learner, although I think that I should be more aware of the implications this could have on my students emotions. I believe it would be more beneficial to put targets in place so there would be some productive criticism for the learner to aim for, which I will address and apply in my current assessment. I currently have not done any assessment training but I think it would be valuable to do some form of training to broaden my knowledge and professional development. I am aware of formative assessment which is carried out throughout the course on a regular basis. I tend to use one piece of formal assessment at the end of every week with a multiple choice or written test. Throughout the week I use informal assessment regarding practical work, learning checks and questioning and conversation. I think formative assessment is a useful tool for new teachers as it shows what level the learner is at and addresses issues that need to be studied and evaluated so that a solution can be found. I think the most important is questioning as I tend to try and lead into a discussion to hear other peoples views and let them assess each other with ‘peer learning’. My formative assessment gives me a guide of how effective and relevant my teaching is, if there was a lack of progression then it would indicate that my teaching would have to be addressed. The formative assessment I use I would like to think is relevant and useful for me and my learners; I have had positive responses...
References: Armitage. A. Et al. (2003). Teaching and Training in Post-Compulsory Education. 2nd Ed. Maidenhead: Open University Press
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