Principles of Assessment in Lifelong Learning

Topics: Assessment, Educational psychology, Learning Pages: 5 (899 words) Published: August 20, 2013
Darren Jakobsen
PTLLS      Level 4       Unit 012       Principles of assessment in lifelong learning Task A
There are different types of assessment;
• Initial
• Formative
• Summative
Initial assessment takes place before the start of the course or programme. Some parts are carried out on an individual basis and some can be done as part of a group. The information you can find out from initial assessments is very important for a number of reasons; • Planning

• Special Educational Needs/additional support
• Previous knowledge
• Learning styles/approaches
• Expectations
• Literacy, numeracy & ICT support
• Information for other colleagues/departments
• Target setting/ILP’s
• Points of referral
Formative assessment should be an on-going process and continue throughout the duration of the course/programme; • Teacher can track how students are progressing in learning. • Allows you to give constructive feedback to students.

• Measure effectiveness of your teaching.
• Evidence
Summative Assessment usually takes place at the end of a unit or discipline of the course; • Exam
• Assignment
• Test
• Demonstration
There are formal and informal methods of assessment here are four different assessment methods used in my skill specific area; • Gapped hand outs (informal)
• Portfolios of evidence (formal)
• Worksheets (informal)
• Observations (formal/informal)
Portfolios of evidence we use these as a requirement of the external awarding body as each unit requires students to learn different aspects of a skill including theory and practice. Strengths
• Evidence of work
• Show progression
• Evidence of knowledge skills and attitude
• Assessment criteria
• Built up over a period of time
• Good for referencing an recapping
• Students take autonomy
Limitations
• Can be time consuming to assess
• Students loose work
• Authenticity
 
Gapped hand outs we use these at the start during and at the end of sessions. These are used assist learning. Strengths
• Back up/support teaching and learning
• Provide further reading
• Provoke thinking
• Assess learning
• Improve literacy and numeracy skills
• Referencing
Limitations
• Students loose them
• Not read
• May not be suitable to all
• Become bits of paper
• May not be understandable to all
Worksheets - we use these during lessons to test learning, identify knowledge on processes etc. We also use worksheets for group activities and homework tasks. Strengths
• Back up/support teaching and learning
• Improve numeracy, literacy and ICT skills
• Encourage thinking
• Good for group work
• Test knowledge
• Fun
Limitations
• May not be understandable to all
• Lack of knowledge
• Not challenged enough
• Boring
Observations are our most frequently used form of assessment and we do this formerly by watching the students performing tasks and adhering to health and safety in order to pass unit, and informally by observing for leaning being achieved, additional support and behaviour etc. Strengths

• Skills can be seen in action.
• More than one skill can be assessed at the same time.
• Can give instant feedback
• Identify gaps in teaching and learning
• Identify changes in behaviour etc.
• Identify support needs
• Identify strengths and weaknesses
• Points of referral
Limitations
• Poor performance due to being observed
• Not fair in judgement
• Numeracy and literacy
 
Peer and Self Assessments
Peer and Self Assessments are useful tools for engaging learners in the assessment process.   Peer assessment is when learners give feedback of each other. This is good for group work and role play activities. When learners are involved in peer assessment they need to be aware or capable of understanding the assessment criteria and not let other factors get in the way of their judgement. Peer assessment can be an oral or written activity and can be a simple activity I.e., Get a student to say something positive about another students work and then...
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