Understand The Use Of Assessment Methods

INITIAL ASSESSMENT CTTLS

1. Understand the use of different assessment methods and the need for record keeping.

Identify different assessment methods Assessment is a term given to check that learning has occurred.

(Practical Teaching, Wilson p. 114) As she explains it can happen at any stage during the learner course. Through this progress toward their qualification the assessments have different objectives and are named differently. There are several assessment methods that we can mention, some are formal other more informal, we can start from informal ones like induction, Observation, Simulation, verbal questions, peer assessment, interview, self assessment, etc. Also we can find those which are formal like project, assignment,
It is the start key of the learning and teaching circle. The process of IA can be learners formal or informal, doesn’t matter which method is administered, the most important is to consider his purpose and what benefit are sough and how this is followed. This is not an isolated process like an induction from which no one benefits. Effective initial assessment is not a one off activity but the start of an ongoing informative process, the begging of a cycle of assessment, planning and reviewing (Practical Teaching, Wilson, p. 139). To be sure that learning is taking place is essential to consider what exactly the students already have in their mind at the beginning of any course, experience, aptitudes and abilities; then we can begin to plan lessons, to consider their motivations and needs and problems with enough anticipation and to have a certain guarantees that the teaching process is going to succeed, but without the "initial assessment", the learning process can not
Is essential to describe an important difference between a goal and a target. A goal is what the learner plans to achieve within a course or period of learning; a target is a smaller step to help learners achieve their goals (Practical Teaching, Wilson, p. 145). Targets are more specific and have short terms goal which are easily achievable and give students experiences of early success; these are not randomly and should be in context, relevant where students can understand. Based on the exposed above goals and targets should refer to learners ambitions and aspirations instead of pursue teacher’s results. Learning goals are motivated for many reasons, intrinsic and extrinsic, some can be to gain qualifications, to obtain a job, update skills, social integration; to know these motivations will help us in how we negotiate with them the targets to achieve and succeed on the long term goals. As negotiators we need to know our students very well in order to establish whether their targets will be a short, medium or long term. Also the goals have to be expressed in a written statement where the learner can understand them, keeping a copy for all the parts involved and stated in a general context between the pupil and teacher. Goals and targets , usually recorded on the ILP, are best negociated,(Practical Teaching, Wilson,p. 148).