PTLLS Unit 012 Principles of Assessment in Lifelong Learning

Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback.

Having assessed the student’s knowledge base the teacher can then proceed to the next stage of the assessment process - ongoing formative assessments. These ongoing formative assessments help ensure that students are able to demonstrate progressive understanding of the learning objectives; which are set for each teaching session. This stage of assessment would usually take the form of a combination of formal and informal assessment, including observation of practical activities and/or group exercises during sessions; cumulative project or coursework to form a final portfolio; essay writing; extension work, and a learning diary. All of these aspects of assessment form the basis from which feedback can be provided to address the learners’ performance, as well as acting as a tool to gauge each individuals strengths and weaknesses. These ongoing forms of assessment, along with tutorials to discuss progress are aimed to boost confidence, motivate and reassure learners that their understanding of the subject matter is moving forward, and address what can be done if improvements are necessary.

The learners could have an additional learning which could affect the work they produce or their understanding of the work that is being taught, this could then frustrate the learner with could result in the learner feeling they no longer want to continue with the course.

Assessment provides information to support the planning of effective learning experiences. By assessing my students I will understand better what they know and can do, so I can further extend their learning where they are already accomplished or I can support the areas which need work. Assessment is also useful as a diagnostic tool (McConney 2015 pp1) when it comes to learning problems and also giftedness in students, so that they can then be better provided for.

This is why assessments should be an ongoing process throughout the learning experience. Assessments are not only there to assess a learner to sit an exam to test a learner’s knowledge of the subject matter but to:

Assessment is a tool that begins and ends successful teaching. At the beginning it establishes what is currently known and at the end it establishes what has been learnt as the result of the planned curriculum.

As Stephanie Ingster outlines (lecture 2, slide 37), explains that teachers need to focus on assessment for learning as students are able to receive feedback and reflect during the unit rather that at the end of teaching. In this way, teachers and students are able to gain a better sense of direction for motivation and improvement in ongoing teaching and

expectations of the next lesson? How have you made use of student assessment from previous lessons to

The development of Assessment for learning (AFL) within a classroom setting is based on the assessment of a student’s work and understanding of the subject. These assessments are based on where the students can assess themselves whilst

Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning?

Assessments can be produced and performed in many ways, such as: an examination, dissertation, performance, discussion, presentation, essay, assignment, or a group or individual project. However, whilst a learner is participating in education they

There are three main assessment methods that enable a tutor to capture a learner’s progress, initial, formative and summative.

In life, being assessed is inescapable in most spheres of human existence. “Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand and can do with their knowledge as a result of their educational experiences” (Huba &Freed, 2000). Examinations serve many purposes. Teachers use them to determine if learning/curriculum objectives are being achieved and the results also forms part of the process of accountability to parents. “Learner assessment is best concerned as a form of two-way communication in which feedback on the educational process or product is provided to its key stakeholders” (McAlphine,2002). There are two major

This paper aims to examine the purpose of Assessment for Learning and the different methods that can be utilized to put it into effect in the classroom, through reviewing different pieces of literature, reflecting upon strategies that I have seen in lesson observations and evaluating the effectiveness of strategies I have used in my own lessons.

The assessment of learning process aims to help students identify where their level of achievement lies, recognise where they need to be and encourages them to think about the steps they need to take to get there through the use of four key concepts. These include feedback, goal setting, self assessment and peer assessment.