PTLLS Theory Assessment 2

Topics: Educational psychology, Assessment, Education Pages: 5 (981 words) Published: July 14, 2014
1 Explain how to create assessment opportunities that meet the needs of learners Assessment is a process of measuring the knowledge, skills and attitudes of students. This helps to monitor the learner’s progress in and understanding of a subject. Assessment should be planned. An assessment plan should address the variety of student learning styles and personalities. Many students dislike particular types of assessment, for example, examinations, tests, or essays. In an extreme case, having a rigid single assessment method, may cause students to drop out. We need to provide support to such potential dropouts. To do this we should plan to include a range of assessment methods throughout the course. Accredited courses may require students to pass statutory examinations. In such cases we may need to explore what allowances can be made for students where English is not their first language, dyslexics, and people with limiting physical and/or mental disabilities. 2 Analyse how types of assessment are used in lifelong learning Three types of assessment are used as the course progresses. Initial assessment ideally occurs before the start of the course, so that the student can be assessed for suitability. This type of assessment can include application forms, interviews, and presentations. Where no formal initial assessment has been made prior to the start of the course, the tutor will need assess the students’ prior knowledge, learning styles and particular. This is in order to set the course material at the right level, and to ensure inclusive teaching methods. Formative assessment is used to monitor progress throughout the course, enabling student and tutor to plot progress towards the course and personal objectives. Summative assessment happens at the end of the course, in order to ensure the aims and objectives of the course have been met. This may take the form of an examination. An alternative might be a final group or individual tutorial, in which the tutor ascertains how the course has been received and possible improvements for the future, and the students can get advice on next steps, based on their performance. 3 Analyse how assessment methods are used in lifelong learning There are a large range of assessment methods, including discussion, question and answer, observation, examination, homework assignments, class quizzes, tests, and so on. On non-accredited courses the use of video, sound recording, student demonstrations to the class may be useful alternatives to written submissions. Best practice indicates that the use of a wide variety of assessment methods gives everyone in the group a chance to shine, as each student may have a different learning style and personality. Whereas some students love engaging in class discussion, others find speaking out in class very difficult, and perform better in one-to-one engagement. Observation can be a very useful method, because tutors can listen to, watch and engage with the group and individuals continuously, thus assessing the students in an inconspicuous and non-threatening manner. 4 Evaluate how to involve the learner in the assessment process It is useful to discuss methods of assessment with one’s students to learn what attitudes they may have towards them. At the beginning of the course, the tutor should explain the assessment process and take questions, so that students start to understand what will be expected of them during the course. This should be repeated whenever a new assignment or class task is set. It is important that the tutor listens to student feedback on the assessment process. The tutor should provide opportunities for peer-assessment. This involves the learner in the assessment process by focussing attention on the assessment criteria and eliciting opportunities for improvement from within the group. The tutor should provide opportunities for self-assessment, to encourage students to become fully involved in their learning...
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