PTLLS Unit 012 Principles of Assessment in Lifelong Learning

Topics: Educational psychology, Assessment, Summative assessment Pages: 5 (1254 words) Published: September 21, 2013
 PTLLS Unit 012
Principles of Assessment in Lifelong Learning

Produce 1 Written Rationale of 1000 words for all areas of research in 1 to 3. 1.1 Analyse how types of assessment are used in lifelong learning: “Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you”.  Gravells A. Page 113. 

Assessments are used to track not only learner but tutor progress. Below I have documented some utilised in my everyday teaching life:

Initial Assessment
Undertaken prior to a lesson or course is delivered and helps direct my session planning to meet learner’s expectations. Ideally this identifies prior knowledge, individual learner’s current levels and any special requirements. Undertaken using a combination of the following:

  * Observations 
  * One-to-one evaluation ‘Is the learner is on the right course’ ‘Will they successfully complete all requirements to pass this course’.   * Competency tests (Functional Skills). Is there is any weakness? Additional modules to aid the learner.

Formative Assessment
An on-going process taking place during sessions taking the form of:   * Quizzes and puzzles. Helps ascertain knowledge absorption.   * Verbal question and answers. Helps see if the learners comprehend the topic.   * Journals. To help the record feelings, what went right and what can be improved on. This helps me assess teaching to the correct level or beneficial I adjustments to my plan and methods.    * Observations. I can walk around the room and observe the learner’s work.  Summative Assessments

Carried out at the end of a course to measure how much has been retained usually through:   * End of course formal tests or exams.   To see what they have learnt.   * Portfolio: This is a collect ion of the learners work throughout the course.

1.2 Analyse how assessment methods are used in lifelong learning:  To identify what prior knowledge a learner has, I would create a self-assessment questionnaire that requires specific answers, (tick boxes). I would then build this into my session plans.

Diaries or Learning Journals are used to document on-going learning from each session.   Progress is measured and any gaps in teaching or learning addressed.

Simulation is used to see if learners are able to understand instructions and reproduction of what they have seen or heard in everyday life situations.

 Assignments evaluate how well learners are able to research particular subjects then put their findings into words.

 Discussions are a good vehicle for assessment and understanding when other methods may be difficult to manage.

Peer feedback where fellow learners give their comments and ask questions for clarity.   

1.3 Evaluate strengths and limitations of assessments methods to meet individual leaner needs:  
Quizzes and puzzles can be used informally to assess if learning is taking place. However if the purpose is to measure individual learning the questions need to be varied. The most effective way is to have the assessment computer generated though this is not always possible if the correct software or facility is not available.

Diaries aid literacy and language skills. The learner would also be able to reflect back on what they have learnt; building their confidence to self-assess. In order for this to work, there needs to be clear aims and objectives.

A portfolio is a formal way to gather evidence produced over a period of time covering all topics taught. This needs to be checked for things such as plagiarism and if information used is current and correctly referenced.   

Role play is another assessment method. The learners are given a scenario from their lesson which they have the opportunity to act out linking theory to practice. There needs to be clear explanation given, this can be time consuming and not all...

Bibliography: Gravells A. (2012) Preparing to Teach in the Lifelong Learning Sector
5th Edition, London: Learning Matters
Wilson L. (2009) Practical Teaching A Guide to PTLLS & DTLLS.
Cengage Learning EMEA
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