1) Understand how types and methods of assessment are used in lifelong learning. & 1.1) Analysis how types of assessment are used in lifelong learning. Assessment – It is a way of finding out if learning has taken place. It enables the teacher to ascertain if his/her student has gained the required skills, knowledge, and/or attitudes needed at a given point towards their programme of learning. Types of Assessment: It includes Initial(at the beginning) , Formative (ongoing) , and Summative(at the end). An example of an initial assessment could be to ascertain prior knowledge of a topic. An example of formative assessment could be an ongoing learning journal, and a summative assessment could be a test, assignment or an exam. Depending upon the subject I am assessing and the relevant awarding organisations requirement, I might carry out various types of assessment with my students which could be on a formal or informal basis. An example of a formal assessment can be a test and an example of an informal assessment is a quiz, depending upon my subject and whether the activity is formative or summative. Assessment tasks or activities will be either internal(produced by me or my organisation) or external(produced by the Awarding Organisation). Initial assessment: Further information regarding initial diagnostic assessment. A quick question during my session, has anyone done this before?, Will soon give me some idea of what my students already know. Relevant initial assessment activities will also give me information regarding my students: for example any specific assessment requirements or needs they may have, their learning style, or any further training and support they may need. Formative assessment: These should take place continually throughout my students time with me and allow for development to take place. Simply asking questions and observing actions can help me give ongoing feedback to enable my students to develop further, before a summative or final assessment takes place. Assessing my students on a formative basis will enable you to see if they are ready prior to a summative assessment. I could use activities, quizzes and short tasks for them to carry out which would make the assessment process more interesting and highlight any areas which need further development. Summative assessment: It usually occur at the end of a programme, topic, unit or full qualification. They can often be quite stressful to students and sometimes lead to a fail result even though the student is quite capable under other circumstances. However I assess my students, I must always make sure I am assessing only what needs to be assessed, i.e. the qualification requirements, for internal assessments, guidance is provided within the curriculum documentation regarding a range of issues. I could analyse how I use the types mentioned above in different situations. For example, using initial assessments helps me to identify any particular aspects which might otherwise go unnoticed. Some students may be embarrassed or not wish to divulge personal information on application or initial assessment forms. I could have a quiet chat with them away from other students to find out if they have any needs or specific requirements. If I am unsure about how to help them with anything,
Just ask, as they are best placed to know how I could support them. Initial assessment can also include identifying appropriate learning styles, and ascertaining current skills and knowledge. If I am currently teaching, my organisation may have specific assessments or skills tests for me to use which I could explain, along with how I will use them. Assessment types are different from assessment methods. A method is how the assessment type will be used and can be formal or informal. I would then analyse how I would use different types of assessment in formal and informal situations to suit my particular student needs. 1.2) Analyse how assessment methods are used in...
References: 1. Gravells Ann, (5th edition,2013)- Preparing to Teach in the Lifelong Learning Sector, Publisher – SAGE Publications Inc.
2. Curzon L.B. and Tummons J.,(7th edition, 2013)-Teaching in Further Education – An outline of principles and practice, publisher – Bloomsbury Publishing Plc., Place – UK.
3. Petty Geoff,(4th edition, 2009),Teaching Today – A Practical Guide, Publisher – Nelson Thornes Ltd., place – UK.
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