Identify the Different Types and Different Methods of Assessment Used in Teaching.
Q: Identify the different types and different methods of assessment used in teaching. Provide examples of when and why you would use particular methods of assessment (including peer and self) and how they meet the needs of learners. What are the strengths and limitations of each method? Evaluate how you would involve your learners in the assessment process in your specialist area.
A: Without realising it, a teacher /trainer is involving their learners from the initial meeting, when you may use a diagnostic assessment for skills – literacy, numeracy and ICT, they are already participating. Asking learners if they have had any previous knowledge on the subject or course and then discussing what experience they may have had and how they perceive previous experience to have benefitted them can be discussed in the group or individually.
As a case study - When I have a new group of learners ,at our first session I often find that using Neil Fleming's VAK/VARK model tests are a great way to get learners talking and appreciating their varied learning styles. The variations on these tests have been used since 1987 and claim that learners can use the model to identify their preferred style of learning and be able to focus on what brings them most benefits.
Visual learners- benefit from visual aids, diagrams, handouts
Auditory learners – benefit from listening to recordings, discussions or talks. , Reading/writing learners- benefit from reading information or writing it down
Kinaesthetic learners – benefit from touching and doing
My experience is that the results of these tests stimulate talking in the group, and when explained fully the learners realise that certain aspects are relevant to them. The results of these can then be stored on the learner’s files and class schedules adapted to include the variations of learning styles relevant to the group. Although there are differing opinions on this form of testing and it’s actual achievements, if even a small area
A: Without realising it, a teacher /trainer is involving their learners from the initial meeting, when you may use a diagnostic assessment for skills – literacy, numeracy and ICT, they are already participating. Asking learners if they have had any previous knowledge on the subject or course and then discussing what experience they may have had and how they perceive previous experience to have benefitted them can be discussed in the group or individually.
As a case study - When I have a new group of learners ,at our first session I often find that using Neil Fleming's VAK/VARK model tests are a great way to get learners talking and appreciating their varied learning styles. The variations on these tests have been used since 1987 and claim that learners can use the model to identify their preferred style of learning and be able to focus on what brings them most benefits.
Visual learners- benefit from visual aids, diagrams, handouts
Auditory learners – benefit from listening to recordings, discussions or talks. , Reading/writing learners- benefit from reading information or writing it down
Kinaesthetic learners – benefit from touching and doing
My experience is that the results of these tests stimulate talking in the group, and when explained fully the learners realise that certain aspects are relevant to them. The results of these can then be stored on the learner’s files and class schedules adapted to include the variations of learning styles relevant to the group. Although there are differing opinions on this form of testing and it’s actual achievements, if even a small area
References: Nightingale, P.(1996) Assessing Learning in Universities Professional Development Centre, University of New South Wales, Australia. (Online at ) http://www.brookes.ac.uk (Accessed 18/7/13) Neil Fleming. (Online) www.Vark-learn.com (2001 -2012) (Accessed 18/7/13) Ann Gravells. 2012(2nd Edition) Passing PTLLS Assessments. Sage publications limited