Enabling Learning and Assessment

Topics: Educational psychology, Assessment, Education Pages: 7 (2577 words) Published: February 9, 2011
Enabling Learning and Assessment

Assessment activities
Two of the assessment activities that I use are Worksheets (or written questions) and photographic evidence. These assessment activities are the most commonly found within my level 1 group. Worksheets within my area are a very versatile way of collecting information from the student, they can contain short answer questions, multiple choice questions etc. Worksheets are extremely valid because they are usually created by the awarding body of that qualification or by the teachers who have read through what the learners need to achieve. Because it is a direct way of assessing, the learners will not “go off task” as the worksheets are designed to be short, sharp ways of assessing that require the learner to answer two or three questions about a particular criteria. Ideally, the learner should be assessed on different occasions, and by different people on each criteria, so that this assessment becomes more reliable. Once the learner has answered these questions to show their understanding, and have had the criteria explained to them, they would have passed that one element within their criteria, therefore making it even more sufficient, fair and reliable. Worksheets are very easy to differentiate depending on the level of learners/ course/ certain individuals. If you have someone in your class who is dyslexic then you can differentiate a worksheet into more picture based learning where possible and also if you have someone who excels in lessons you can differentiate the worksheets to enable more information from the learner. The fact that this can be done so easily makes it fair. A question of authenticity can be raised with worksheets because answers can be very easily duplicated within the classroom, however, it is up to the teacher to recognise that this is happening and stop it. In my experience of using worksheets I have found that it is a very accessible way of teaching because if you need to add a question onto a worksheet, you just simply add it through Microsoft word. The learners enjoy worksheets a lot more than essays or assignments because it only requires them to focus for short periods of time, which means that they are not, distracted halfway through and can put 100% effort into that worksheet. Another positive for a worksheet is that it usually explains on it what the learner needs to do so the learner could carry on completing other worksheets if the rest of the class need more explanation for example. This could, however, be a bad thing in a higher level course as they may not include the correct amount of information within their writing, but for my level 1 course, and the worksheets that I create, I make sure that I have explained what the criteria is that the student needs to complete. For me, worksheets are one of the best ways of assessing students as they have many positives. Photographic evidence is a way of capturing evidence through photographs as opposed to writing, this way of assessing is good because it shows that the student can do what the criteria is asking and the proof is the photograph, for example in one of my lessons a criteria is to take part in a team activity, using photographic evidence shows the student in the moment and participating. This therefore shows both validity and reliability because a photo can cover a range of criteria not just one. However, there can be issues with photos reliability as it could easily be posed for, and would not be a genuine indication of the wok that is being completed. This work is very authentic because it cannot be used by anyone other than the student in the photo. This method is also very fair as there is little writing to be done on the photographic evidence sheet, the writing that the student needs to complete is just for added information that the student would like to add. This makes this process much fairer to students that have dyslexia, or any other form of learning difficulty that...

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