Description, use and evaluation of two different assessment activities. Assessment is the process of checking what the learner has learnt against what has been taught. Assessments are used as a diagnostic tool to establish entry level behaviour / academic ability, to help diagnose any addition learning disabilities and to determine the learners preferred learning styles. Assessments acts to motivate learners, and create additional learning opportunities. It is also Used to provide constructive feedback. Assessments are used to grade learners course work and is used as a quality assurance mechanism both internal (standardisation meeting) and external (External Verification by Awarding Body). Assessments ensure that standards are maintained, certificates achievements, helps facilitate progression and predicts future performance / selection. Wilson (2008:114) states that ‘You may use assessment to identify specific needs of learners and assessments should be an integral component of your teaching and lesson plan.’ Norm referencing or normative – this is one a learner is assessed against each other –the learners’ abilities is measured/ compared against the learners. This method is very common in educational establishments. Criterion referencing –learner has achieved a particular standard – the learner can either to the tasks, answer the question or use occupationally competent. This method is used in NVQ/ QCF . This tends to be a pass or fail approach. This style of assessment measures what the learner can do and will be given the appropriate support and guidance to achieve. Ipsative assessment –this method of assessment relies on the individual learner self assessing –whether their knowledge performance or ability meets the standards set. This will be used at the end of the programme. The learner will summarise his learning at the end of programme Formative assessment – this is also known as continuous assessment. It will allow the learner to determine their progress and improve where necessary. This can act as a motivational tool to the learner. Kolb learning styles advocates formative assessment as this will aid personal development and progression after the course of study. Summative assessment – this tends to take the form of tests for exams at the end of study. This tends to be a more formal way of assessing. The learner is tested on their skills and knowledge that once the learning has been completed. This form of assessment tends to put enormous pressure on the learner and success is dependent on the final outcome of the test. Many learners find this quite anxious leading to learner apprehension. Observing a learner in their place of work would enable me to determine their level of occupational competence. As a health and social care assessor/ tutor, this form of assessment works best, any areas of discrepancy would be addressed when providing the learner with feedback. Observation assessment gives the learner the opportunity to demonstrate their knowledge and understanding. Wilson. (2008:114) states that ‘this is considered one of the best forms of assessment because there can be no doubts in the mind of the assessor that the learner knows how to do something.’ The learners tend to generally enjoy assignments due to the variety of each assignment. A marking guide for each assessment can be easily established for other tutors to mark and support learners. One has to be aware that Projects are learner driven and Assignments are tutor led. As a tutor, marking written questions requires a very detailed marking assessment (Reliability) plan to ensure transparency and fairness. Deciding what proportion of their work deserves what marks and areas relating to punctuation a, grammar and spelling needs to be address and shared with learners at the start of each written essay. In addition to the above, Oral questions allows me to directly assess the learners understanding of the subject matter...
References: Boud, D (1995) Enhancing Learning Through self assessments, London. Kogan Page.
Honey, P and A. Mumford (1982/1992) The Manual of learning styles, Maidenhead: Peter Honey Publications.
Wilson, L (2008), Practical Teaching: A Guide to PTLLS & CTLLS. London. Cengage Learning. EMEA.
Francis. M & Gould. J (2009) Achieving your PTLLS Award: a practical guide to successful Teaching in the lifelong sector. London. Sage Publication
Hillier, Y. (2005) Reflective teaching in further and adult education .London. Continuum.
Wilson. L (2008) Practical Teaching: A Guide to PTLLS and CTLLS. London. Cengage. EMEA.
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