Pttils Level 4: Understanding the Use of Different Assessment Methods and the Need for Record Keeping.

Topics: Assessment, Educational psychology, Summative assessment Pages: 8 (2445 words) Published: February 20, 2011
Assignment 2, Section 5, PTLLS course December 2010.

Understanding the use of different Assessment methods and the need for record keeping, (functional skills, assessment and evaluation)

Introduction: The author is a trainer in the food industry and will refer to themselves throughout this assignment as the author or the trainer.

P5. Giving Feedback

Is an essential part of the assessment cycle, feedback shows both learners and trainers how they are progressing. It is not a criticism and should be helpful to learners to understand their behaviour and actions. Scales (2008 p195) states,

“Feedback is an essential element in effecting communication between teachers and learners”.
Feedback is a two way process and needs to be positive. It can be delivered verbally, written or electronically. It should be delivered descriptively with consideration, be positive and constructive, specifically targeted at the learners areas of development and be motivating. Feedback assessment with just statements, of “Well done” or “Good” is not really constructive or helpful and may not be entirely true, this does not addressing what was good or why for instance. Scales (2008 p196) states,

“The willingness of learners and teachers to give and receive feedback is at the heart of formative assessment”.
The feedback sandwich is a well trusted and standard model of delivering feed back. The trainer should first ask learners for self assessment followed by trainers positive recognition of achievements and strengths on top. With areas of development or changes needed, in the middle, and finally positive motivation and back to strengths underneath. Feedback should be neither too extensive nor brief and if there are many areas of change a learner need to address, a maximum of only 3 should be given initially, so the learner is not overwhelmed. When receiving feed back learners feel venerable, feedbacks emotional affect should never be underestimated. Scales (2008 p197) comments,

“Learning has an emotional component as well as intellectual: I would suggest that the emotional element has the greatest impact on learners achievements”.
Therefore time should be taken to deliver feedback positively and correctly, with who, why, where, when, how, as the trainers guide when planning or delivering feedback. Though trainers may find this time consuming it is a necessary and essential part of progression for learners and for a trainers own evaluation towards their continuous development. It is usually delivered one to one or can be whole group feedback. One to one tutorials are a standard method of review, allowing sensitive feedback, (not just giving opinions), and giving full attention to the learner. Trainers can also receive feedback from the learner on their perceptions of the sessions. Trainers may feel they have delivered a course well, however sometimes the learner’s evaluations can give a very different vision. For example, the learner may feedback the trainer has been vague or omitted on some points of learning. At all stages of learning feedback back helps motivate and encourage learners and trainers. Gravells (2009 p59) states,

“All Learners need to know how they are progressing and what they have achieved. Feedback will encourage and motivate them”.
Trainers will often use formative oral group feedback in their sessions. Not all learners are happy with this method; a good alternative is to have a suggestion/feedback box. However trainers may also receive comments, criticisms and complaints with this kind of feedback. It is important trainers review the feedback box with their learners; after all they took the time to fill them in. Further to this trainers need to be aware of their impact when marking assessment papers. Importantly, not to write all over the learners work in red pen, with lots of crossing out, this can be wounding to the learner. Assessment comments need to be clear and...

References: http://www.qcda.gov.uk/qualifications/ Functional Skills. The Qualifications and Curriculum Development Agency, (Assessed Dec.14th 2010)
Gravells Ann (2008 reprinted 2010 p70) Functional Skills. Preparing to Teach in Lifelong Learning Sector. Learning Matters Ltd. Exeter. (Assessed Dec 14th 2010)
http://www.nrdc.org.uk/uploads/documents/doc_3188.pdf/ Embedding Functional Skills. The National Research Centre for Adult Literacy and Numeracy, (Dec 16th 2010)
Scales Peter (2008 p195) Giving Feedback. Teaching in the Life Long Learning Sector. Open University Press. Maidenhead. (Assessed Dec 17th 2010)
Scales Peter (2008 p196) What is feedback and what is it for. Teaching in the Life Long Learning Sector. Open University Press. Maidenhead. (Assessed Dec 17th 2010)
Scales Peter (2008 p197) Guidelines for giving feedback. Teaching in the Life Long Learning Sector. Open University Press. Maidenhead. (Assessed Dec 17th 2010)
Gravells Ann ( 2009 p59) Giving feedback Principles and practice of assessment in Life Long Learning Sector. Learning Matters Ltd. Exeter. (Assessed Dec 14th 2010)
Gravells (2009: p7) Concepts and principles of assessment. Principles and Practice of Assessment in the Life Long Learning Sector. Learning Matters Ltd. Exeter. (Assessed Dec 16th 2010)
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