Ptlls Level 4 Task a 012

Topics: Assessment, Summative assessment, Educational psychology Pages: 5 (1531 words) Published: July 7, 2013
Assignment 012
Task A

words: 1490

The purpose of assessing a learner is to measure occupational and vocational competence against a set of criteria using a wide range of assessment methods (Ollin & Turker 2004) . Assessing a learner can help the learner by, ensuring they are enrolled in the right level of programme, helping the assessor understand any areas of concern so that support can be offered, initiating discussions and questions, gaining feedbacks for tasks that have been achieved whilst highlighting areas that need improvements and last but not least to motivate the learner. Also assessment is essential in order to provide data that could be used for quality assurance and organisation improvements.

The assessor responsibilities includes to assess learners competence and knowledge, to give constructive feedbacks to learner, to plan future assessments to progress, to engage in future professional developments, to maintain confidentiality, to follow the company policies and the appropriate legislation, to identify learning styles, to know the boundaries and to carry out an initial assessments to identify learner's needs.

These are the usual ways to assess learners: Initial assessment which will take place before the programme commences. During this stage, the suitability of the learner for the programme and level of the course will be assessed. This will help evaluate the learner’s skills, knowledge, previous studies and any areas that may need improvement. This assessment can take place by application form, or by interview. In addition, it will enable to identify if the learner has any particular needs. Formative assessment - The formative assessment is an ongoing assessment exercise and takes place continuously throughout the programme. It will help give the learner feedbacks and at the same time continue to measure and review the learner’s progress. Formative assessment is also important as it allows the assessor to know if the learners is having problems with what is being taught. I would use observation combined with oral discussion, multisensory worksheets, questionnaires and feedback as these are relevant in the department I work in. Last the summative assessment – The summative assessment will take place at the end of a course and will generally takes the form of collating all the evidence submitted. The result is the issuance of the qualification. While assessing the learner, good practice in relation to the assessment should be ensured by making sure the evidence submitted are: valid, the evidence submitted should be fit for the purpose which it is intended for. If I am assessing my learner on how to use the oven, it will be valid if he/she can demonstrate how to use it rather than to be assessed with quiz questions ,current: the evidence provided should be recent and be useful at the time of assessments, sufficient: all evidence submitted should be sufficient enough to the standard and pre-established criteria to ensure the certificate , reliable: all assessment methods should be reliable and consistent with what other assessors are doing, and so can be relied upon and authentic: evidence provided should be the one done and carried out solely by the learner.

To ensure assessment decisions made are, fair, made against specific criteria, reliable and valid, assessors must ensure that assessment criteria used has been discussed and agreed with the learner, and recorded in the assessment plan. Assessors should also check if any of the assessment has deviated from what has been agreed upon and amend them accordingly. It is also important that assessors check the reliability of their assessment by double checking their decisions against those made by their colleagues, or that has been confirmed through standardisation process.

Assessors must ensure that their decisions are fair by judging learners evidence against the identified criteria and not against what the assessor think learners...
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