PTTLS ASSIGNMENT 6

Topics: Educational psychology, Assessment, Formative assessment Pages: 5 (881 words) Published: April 21, 2015


PTLLS Level 4

THEORY TASK 6
‘Analyse the different assessment methods available, justifying the ones you would use. Summarise the record keeping requirements in your area of practise and evaluate learner involvement in the assessment process’

‘Analyse the different assessment methods available, justifying the ones you would use. Summarise the record keeping requirements in your area of practise and evaluate learner involvement in the assessment process’

There are many assessment methods available to me as a tutor, I will highlight these and outline which methods I would use in my teaching practise while involving learners.

Assessment is a process of recording the knowledge, skills and attitudes of learners, and also helps to identify learner’s understanding of the subject as (Gravells & Simpson 2010) state “assessment is a measure of learning, at a given point in time.” There are many formal & informal methods of assessment available:

Assessing learning can be divided into three types Initial, Formative, and Summative:

Initial assessment - Initial assessment is a crucial part of the learning journey. It provides the information needed to decide a learner’s starting point. It is the benchmark from which learners’ progress and achievement can be measured. This allows for tutors to plan and meet individual learner needs. In my teaching practise I would us an Icebreaker in the form of group discussion and a multiple choice assessment to assess the students’ level of understanding of the subject and allow me to capture the learners starting points. Formative assessment – is assessing learners as they go through the course, this can be quite informal with the main focus on giving learners feedback to help them improve. These would not be used for grading purposes. Hattie’s (1987) found that in improving learning feedback had has a huge effect on learning quality. Similarly Black & Willam (1998) found that formative assessments were better for improving learner achievement rather than grading their knowledge. In my teaching practise I would use several methods such as practical activities, discussions which would allow learners to actively participate in sessions. I would also distribute activity sheets at the end of the session as homework for them to complete and research about the subject area, these would be handed in at the next session. These methods would allow me to assess the learner’s progress. Other methods would be to use peer and self-assessment. Where learners assess each other and themselves this can encourage learners to take greater responsibility for their learning. This allows them to learn from previous mistakes, identify strengths and weaknesses and can target their learning accordingly. These processes have to be managed effectively and clear guidance has to be given to learners to follow. Summative assessment – assessments are usually carried at the end of a course, unit or module. These tend to be formal i.e. exams, tests and sum up everything the learner knows. It can result in formal certification or progression to the next stage of the course. In my teaching practice where courses are accredited I would use summative assessment methods as set by the awarding body. For non-accredited courses I would use the 5 staged RARPA (Recognising and Recording Progress and Achievement). A key responsibility for me as a tutor is to ensure that any assessments carried out were recorded. Assessment records would allow me to keep track of how learners are progressing through the course and help me to identify any ‘problem’ areas i.e. if many learners have struggled with a particular assignment, I could reflect on why and perhaps spend more time on the topic.

In my teaching practise we use assessment data for the organisations Self-Assessment Report. Tracking of assessment is also a requirement of the awarding...

Bibliography: Curzon, L.B. (2003) Teaching in Further Education. Continuum International Publishing

Gravells. A , Simpson, S (2010) Planning & Enabling Learning In The Lifelong learning Sector, 2nd Edition, England, Learning Matters LTD
Daines J, Daines C and Graham B (2006) Adult Learning, Adult Teaching,
Black, P.J. and William, D. (1998) Assessment and Classroom Learning, England Assessment in Education: Principles, Policy and Practice
Active Citizenship and Community Learning by Carol Packham
Gravells A (2012) Preparing to Teach in the Lifelong Learning Sector – Learning Matters
Petty G (2004) Teaching Today
Wallace S (2007) Teaching, Tutoring & Training in the Lifelong Learning Sector
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