Assessment and Learner Essay

Initial assessment can be described as set of procedures we go through to determine what previous experience, skills and abilities a learner has. The process may include skills scan screening for numeracy, literacy and language as well as learning styles and skills abilities, and recognise any prior R.P.L .The results of initial assessment should form individual learning plans so that training and support are delivered that will meet the needs of each learner .Formative assessment is the on-going assessment made in order to adapt to learners needs and respond to learning. Formative assessment helps you keep record of learner’s progress and

For this task you are required to determine the risk context associated with establishing a new business outlet, within the existing business structure. They will be required to review internal and external environment factors and liaise with all stakeholders to generate a list of risks.

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

Assessment collects key information about a learner. It is a way of understanding what level of knowledge that learner already has, and a way of monitoring what learning has taken place. It begins right at the start of the teaching and learning cycle (see Figure 1), with Initial and diagnostic assessment, as observed in unit 401 and continues with formative and summative assessment.

Read the following case study “Working Holiday Incident”, research Health and Safety in employment in New Zealand and then write your own answers to the questions below relating them where possible to the case study.

According to Rixon (2012), assessment can be regarded as a systematic means to analyse learners’ level of knowledge or skills do discover and record how well they can do the reading, listening or writing tasks or perform while doing speaking activities. Depending on the aims, we can use formative or summative assessments. There is a differentiation between these two types. Formative assessment can be informal and provided without establishing tests conditions as in the case of formal assessment (Harris, M & McCann, 1994). It can be done over a period of time as a term, an academic year or like in my situation – during the intensive summer course. Whereas, the summative assessment is carried out by the end of the course and is conducted to demonstrate the progress or to check if we met the objectives During the academic year, at the British Council, we have formal testing at the beginning of a school year and the end of each term as these results are necessary to make a decision about the next level a student might move to. Therefore, validity and reliability of the tests are crucial to YLs future learning (McKay, 2006).

Two of the assessment activities that I use are Worksheets (or written questions) and photographic evidence. These assessment activities are the most commonly found within my level 1 group. Worksheets within my area are a very versatile way of collecting information from the student, they can contain short answer questions, multiple choice questions etc. Worksheets are extremely valid because they are usually created by the awarding body of that qualification or by the teachers who have read through what the learners need to achieve. Because it is a direct way of assessing, the learners will not “go off task” as the worksheets are designed to be short, sharp ways of assessing that

Educators in present education systems are constantly acquiring essential information about the academic strengths and weaknesses that their students possess. In order to gain information that will be beneficial for students’ learning, educators must evaluate the academic performance of their students as a means to improve learning in content areas. Ultimately, at the heart of education lies assessments. Educators use assessments as a means to further understand the learning process of their students as well as to address concerns or areas that need improvement, with concepts like instruction, in order to help students reach full academic potential within the classroom. To acquire additional information pertaining to how educators use assessments within their classroom, I interviewed Mrs. Beth Vondran, an Kindergarten educator at St. Mary’s East Primary School in St. Mary’s Ohio. Mrs. Vondran is currently in her 29th year of education and has years of experience using assessments to monitor academic student achievement as well as using those results to alter her instructional practices to benefit her students. It should be noted that through The Ohio State University Education Program, I am currently observing and educating in Mrs. Vondran’s Kindergarten classroom in order to complete my Junior Level field work requirements. Therefore, being involved in the classroom, I have been given the opportunity to witness first hand how multiple assessments administered to students

* Allows learners to produce sufficient evidence of the knowledge, understanding and skills that are required to satisfy standards of the qualification.

that they didn’t really know why, because they had experienced a number of issues throughout the

Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Educational assessments are carried out to measure the efficiency of the program, the quality of instruction and progress of a child’s learning. The purpose is to determine the growth and development.

Self- Assessment is process by which students monitor and evaluate the quality of their thinking and behavior when learning and then identify actions that could potentially improve their understanding and skills. Furthermore, self-assessment occurs when students check the work they’ve accomplished and identify discrepancies between current and desired performance (McMillan & Hearn, 2008). Self-assessments can be used by the student and the teacher; a student would use it as a way to know if they understand the information the teacher taught; the teacher can use self-assessment in order to better the course or teaching techniques. When students self-assess their performance, it is important that we know what techniques to apply and with effectiveness. I will be exploring how students self-assess their work, and how you can encourage better self-assessment technique. This paper will also review studies that relate to self-assessment and what has been done to enhance their use. In all studies used, only English as a first language students and students that are not going through special education were able to participate in the study. This method of assessment can be integrated into various classroom activities as well as traditional assessments. The ability to self-assess one’s learning will encourage independence as a student, where you do not to rely on the criticism of others in order to improve yourself.

Formative assessment is concerned with two concepts - assessment for teaching and learning and assessment for learning. As identified by Cowie and Bell (1999), two models of formative assessment are used - planned formative assessment and interactive formative assessment. In this essay I will be focussing on assessment for learning and interactive formative assessment only.

Formative assessment is the process in which the assessment takes place during the actual learning sequence itself. In this instance it is used to gauge and continually monitor the learning progress towards the chosen objective.

In order to be able to know how to work effectively with a learner, an accurate assessment must be completed. Due to the importance of the skill, various assessments were practiced and completed frequently. The practice allowed me to identify potential reinforcers, functions of behaviors, and strengths and challenges of learners’ skills.