How Do You Create Assessment Opportunities That Meet the Needs of Learners
2.3 How do you create assessment opportunities that meet the needs of learners
Creating assessment opportunities: purpose e.g. awarding organisation requirements, recording progress, reporting, opportunities to provide learner with feedback, on-going; appropriateness e.g. to skills-knowledge-understanding, timely, suitable, addressing individual needs
Type response here…
First of all we should look at the awarding body’s requirement for accreditation. Using this information we could then work backwards on the time frame given for the course. We can then plot points in that time line that are deemed critical points were your learners should be formally assessed to make sure that they are on course to fill the criteria that the awarding body has set out.
From this basic information you can then set your own more informal points where you think that your learners should be less formally assessed and also points where they can self- assess and also have a chance to give feedback on how they think you and the course is meeting their needs.
You also have to consider the different types of assessment and where they fit into your syllabus. The first assessment is normally the initial or diagnostic. This assessment allows you to find a base line or starting point for your learning and normally forms the basis of your learner’ s individual learning plan. The following formative assessment can be categorised as either formal or informal. These are normally regular in occurrence and follow quickly after a piece of work or presentation has been submitted. This means that the work is still fresh in the mind of the learner and the tutor, thus enabling the learner to quickly grasp the constructive criticism and positive points from their feedback and put it into practice. Lastly we have summative assessments which the learner is normally exposed to after a module or unit of learning. These tend to be more formal, using tools such as projects, written assignments, and
Creating assessment opportunities: purpose e.g. awarding organisation requirements, recording progress, reporting, opportunities to provide learner with feedback, on-going; appropriateness e.g. to skills-knowledge-understanding, timely, suitable, addressing individual needs
Type response here…
First of all we should look at the awarding body’s requirement for accreditation. Using this information we could then work backwards on the time frame given for the course. We can then plot points in that time line that are deemed critical points were your learners should be formally assessed to make sure that they are on course to fill the criteria that the awarding body has set out.
From this basic information you can then set your own more informal points where you think that your learners should be less formally assessed and also points where they can self- assess and also have a chance to give feedback on how they think you and the course is meeting their needs.
You also have to consider the different types of assessment and where they fit into your syllabus. The first assessment is normally the initial or diagnostic. This assessment allows you to find a base line or starting point for your learning and normally forms the basis of your learner’ s individual learning plan. The following formative assessment can be categorised as either formal or informal. These are normally regular in occurrence and follow quickly after a piece of work or presentation has been submitted. This means that the work is still fresh in the mind of the learner and the tutor, thus enabling the learner to quickly grasp the constructive criticism and positive points from their feedback and put it into practice. Lastly we have summative assessments which the learner is normally exposed to after a module or unit of learning. These tend to be more formal, using tools such as projects, written assignments, and