Enabling Learning and Assessment

Topics: Assessment, Summative assessment, Formative assessment Pages: 13 (3383 words) Published: January 13, 2011
Unit 3
Enabling Learning and Assessment
(Third Draft)

By Faisal Ayub



1. Introduction3

2. Essay: How assessment and feedback fit into my own teaching practice4

3. Report on two assessment activities10

4. Report’s support documentation12

5. Observation of one assessment activity13

6. Reflective account14

7. References16
1. Introduction

The aim of this unit is to reflect upon, justify and evaluate my own assessment methods and decisions in my specialist area, which is Employability Skills.

Firstly, I will write an essay on which I will describe how assessment and feedback fit into my own teaching practice.

Secondly, I will write a report which will describe two assessment activities I have used with my learners during the DTLLS to check learning.

Thirdly, I will use the two assessment activities described previously with my learners and will be observed delivering one of them.

Lastly, I will write a reflective account, in order to describe how feedback has affected my learners’ progress and my own professional development. Also, I will reflect on how my own skills impact on my ability to assess my learners, and I will produce a short action plan to improve my practice.

2. Essay: How assessment and feedback fit into my own teaching practice

I work for TBG Learning as an ESOL, English, Numeracy and Employability Skills teacher. TBG is a private education provider and the English department works in conjunction with Lambeth College.

I teach an Entry 1 and 2 class of students who are referred to me by the Job Centre because it wants them to improve their English and Numeracy skills so that they stand a better chance of getting a job. At the end of this 12 week course they take a Numeracy exam (City & Guilds or EDI) and a City & Guilds ESOL or Literacy exam with me.

The programme is roll on roll off, which enables us to reach small groups that under normal teaching circumstances, would not be viable to support.

I have fourteen students in the class who are referred to TBG by the local Job Centre. Most of them are adults from the age of 25 to 60 and are a mixture of native and non native speakers.

From time to time, I have some learners that are visually impaired. This means that I have to address their needs before setting the assessments. For example, I have had some learners who needed A3 copies of the materials, or who needed the computer font screen to be set according to their needs.

Also, my class is usually a mixture of men and women from all over the world, so I always use materials that show the multi-cultural society we live in.

It is only natural for me to try to help learners be more comfortable during their learning process and assessments.

My class is typical of Honey and Mumford’s typology of learning theory because there is a mixture of activist, pragmatist, reflector and theorist type of learners.

At TBG we carry out various types of assessment, both formal and informal, and the most commonplace are the following:

Firstly, the Initial Assessment, which is used for placing future students in the most suitable class. It is possibly the most important as it indicates the most suitable starting point, in order to give the students the best chance for learning and progress. Getting this right is imperative because if a student is placed in a class too high or too low, he will lose motivation and is likely to become a 'withdrawal statistic'. Gravells and Simpson say 'If any of your learners do not return to your sessions, this may be a result of an ineffective induction and initial assessment process'. (Gravells and Simpson 2008)

Where I work, the initial assessment has three distinct stages: the interview, the basic skills assessment and the tutorial.

Firstly, at the interview I give all the practical information relating to the course such as times and days. The reason is...

References: Petty, G (2004) Teaching Today 3rd Edition, page 450.
Gravells and Simpson (2008).
Ashcroft and Foreman-Peck (2003).
Minton, D (2002) Teaching Skills in Further and Adult Education, London, Thomson Learning.
Rogers, J (2001) Adult Learning Buckingham, Open University Press.
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