Review and evaluate a range of different assessment methods available for a tutor to use throughout the teaching/training cycle and explain the ones you would use in the context of your subject area. Justify the types of records you would keep for assessment and in the wider context of your teaching. Assessments are the way to find out if learning has actually taken place. Enabling us, as tutors, to see if objectives have been met. The teaching training cycle begins with an initial assessment of the learners, where we must identify individual needs, such as special needs and learning styles. It is also a starting point to which we can refer. In my accountancy class I used the Learner Record of Progress (LRP) asking the learners …show more content…
I also held individual tutorials with the learners, in which I could feedback on their progress but also to incorporate individual plans into future lessons. Completing the tutor tracking sheet allowed me to assess each learner with each subject covered. Oral questioning can also assess how they are learning, rephrasing questions if learners are finding it difficult to answer “poor answers are often the result of poor questions” Gravells (2009:79) Tests are another method of assessing learners needs: mid-way through the course I gave my learners a short quiz on the topics covered so far, showing examples which gave the learners something to compare their own answers to. I also read out the questions, ensuring that they understood what was asked of them. This enabled me to assess their progress and determine if any of the learners were struggling, however if the learners had conferred during the test then my assessment could have been false. At the end of the course there should be some form of summative assessment; this enables the tutor to determine if the learning outcomes have been met by all or some of the learners. “Summative assessment is what students tend to focus on. It is the assessment, usually on completion of a course or module, which says whether or not you have "passed". It is—or should be—undertaken with reference to all the objectives or outcomes of the
This is considered as formal method of assessment, which may be carried out in the middle or at the end of course, or
2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:
This also includes giving clear, concise and accurate feedback to learners on their progress and achievement along with developmental comment. Any progress and achievement should be recorded in accordance with awarding
There is a large variety of assessment methods available for assessing learners’ achievements. These include observation; questioning the learner; examining product evidence; discussion; witness testimony; looking at learner statements; recognising prior learning; simulated environment; skills tests; oral and written examinations; assignments; case studies and projects. Choosing the most appropriate assessment methods is vitally important, to help and support the learner and to ensure the job of the assessor is as straightforward, reliable and problem-free as possible.
The summative assessment is a formal assessment that takes place at the end of the learning course, module or programme. It used to measure the achievement of set criteria quality of the work produced. This type of assessment is often stressful to
While observing students. Use a check list to formally assess students progress and understanding of the objective.
Assessments are used to track not only learner but tutor progress. Below I have documented some utilised in my everyday teaching life:
The assessment method that I chose was to ask the students questions about what they
Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.
A summative assessment is given at pre-determined intervals. It could range from a state assessment to a benchmark test, or an end-of-unit test. It specifically is testing the knowledge that a student should have mastered by a particular point in time. A summative assessment is used for accountability.
There are many reasons why we assess learners. Assessments enable tutors to measure learner’s progress towards their goal. And feedback can be given to help them such as outlining their strengths and weaknesses. Feedback is used to help learners learn and improve, and is the most important aspect of formative assessment. This can be given in various ways such as written, oral, in the form of graded/marked assignment etc. When giving feedback it is good practice to bear in mind the following points. It is important to give immediate feedback if possible; turn negative comment into constructive comments such as what to improve on before the next assessment; make assessment criteria clear, accurate and available; feedback to be clear, accurate and recorded; praise learner on achievement; encourage positive attitudes and make further suggestions. Learners can be encouraged through communication of how well they are doing and what skills and knowledge they are developing.
The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.
Although this is primarily for younger children this idea can be used straight through life-long learning. Assessment enables the teacher to see what objectives have been met and what still needs to be addressed. This is often called formative assessment or assessment for learning. ‘Assessment for Learning is the process of seeking and interpreting evidence for use by learners ad their teachers to decide where the learners are in their learning, where they need to go and how best to go there’ (Assessment Reform Group, 2002).
What formative assessments did you use during this lesson to monitor student progress? How did you adjust instruction based on this data?
These can be used throughout any lesson to gage student participation and understanding. Techniques such as