Pttls First Unit
PRINCIPLES OF ASSESSMENT IN LIFELONG LEARNING
INTRODUCTION
The learning process is such that it is imperative that learner’s progress is assessed to ascertain how much the student has learnt, in addition to how much still needs to be learnt. In conjunction with the learner’s active participation, it is important that the teacher, understands both the content which is being taught as well how to assess effectively.
In order to be a high-quality and effective teacher I aim, within this text to identify precisely what assessment is, how to apply it well and to ensure that it fits the required frameworks which further quantify good assessment.
I will aim to tailor my examples of assessment to those that will be used most commonly in the lifelong learning sector. I also aim to compare the different assessment techniques involved in lifelong learning, with the ultimate goal of assessing their own strengths and limitations. Furthermore I will be explaining how I would involve the learner in this process or assessment, in teacher set, peer assessment and self-assessment. The final part of this assignment will be explaining the importance of record keeping in learning assessment, in combination with the legal requirements an organisation is governed by with reference to record keeping.
The different types of assessment used in lifelong learning.
The different assessment types can be broken down into 3 key areas employed throughout the learning process, these types are, initial, formative and summative assessments. It is important, as teachers, we understand the different ability levels of our individual students from the outset of the learning process, which is why the first initial assessment stage is key. Throughout the learning process I would use different types of formative assessment to establish what development is taking place, the final stage of assessment is summative assessment.
Table 1 below breaks down the 3 different stages and how they can be useful to
INTRODUCTION
The learning process is such that it is imperative that learner’s progress is assessed to ascertain how much the student has learnt, in addition to how much still needs to be learnt. In conjunction with the learner’s active participation, it is important that the teacher, understands both the content which is being taught as well how to assess effectively.
In order to be a high-quality and effective teacher I aim, within this text to identify precisely what assessment is, how to apply it well and to ensure that it fits the required frameworks which further quantify good assessment.
I will aim to tailor my examples of assessment to those that will be used most commonly in the lifelong learning sector. I also aim to compare the different assessment techniques involved in lifelong learning, with the ultimate goal of assessing their own strengths and limitations. Furthermore I will be explaining how I would involve the learner in this process or assessment, in teacher set, peer assessment and self-assessment. The final part of this assignment will be explaining the importance of record keeping in learning assessment, in combination with the legal requirements an organisation is governed by with reference to record keeping.
The different types of assessment used in lifelong learning.
The different assessment types can be broken down into 3 key areas employed throughout the learning process, these types are, initial, formative and summative assessments. It is important, as teachers, we understand the different ability levels of our individual students from the outset of the learning process, which is why the first initial assessment stage is key. Throughout the learning process I would use different types of formative assessment to establish what development is taking place, the final stage of assessment is summative assessment.
Table 1 below breaks down the 3 different stages and how they can be useful to