/ 2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners
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Learning Outcome 2 – Understand different types of assessment method
2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners
The range of assessment methods used in Creative Media is varied and can be tailored to the learners needs identified in the Learner Profile at the Diagnostic/ Induction stage of the course.
Observation allows a chance to view the students communication and professional team-skills and record authentic video evidence of the student demonstrating their understanding verbally/ physically in a
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This can be time-consuming on the learner and the Assessor if not prepared correctly with clear, well-defined bench-marks for the project at each key stage of the production.
Questioning is a quick way to check on learning and ensure a learner is engaged and content with the objective being developed. I use a range of methods in accordance with my Learner Profile so as not isolate/ worry/ un-necessarily fill my learners with the fear that I experienced as a student. I feel that using differentiated socratic questioning (‘do you agree with…’, ‘…what do you think?’, ‘you made a good point in your essay about…’) I can stitch together a conversation using different levels of contribution from every one verbally. Using Twitter my students can tweet in 140 characters a response to a question using a hashtag that enables their peers to see/ respond to the points shared whilst encouraging a succinct, articulate, mature literate dialectic. We also use ILT and social media platforms such as Socrative, Edmodo, Facebook, Google+, and Poll Everywhere to respond to questions quickly and efficiently in a shared space where I can capture the evidence for formative checks at the end of the lecture. Using differentiated methods makes questioning approachable for the learners and eliminates the fear that can stop so many learners engaging in conventional verbalised directed questioning. As I have said there
2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:
Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as "all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning".
Initially in this assignment, I intend to describe and evaluate two different assessment methods, which I use to assess the progress of my learners.
Effective assessment will identify individual educational needs of all children as well as informing them about their specific performances and achievements, this will then allow teachers to use approaches that are personalised to the needs of a child. Assessment can be used not only to measure learning but also to promote learning by teaching pupils how to ask questions as well as answering them, by emphasising to a child that it is acceptable to ‘have a go’ and that by giving the wrong answer is still an opportunity to learn. It further provides the student with an understanding of what levels they are working at, what level they would like to working towards, and plan on how they are going to reach that level.
By linking different aspects of learning through holistic assessment you can get a clearer picture of student ability. This will also highlight student’s strengths and weaknesses.
In 1989 a group of voluntary researchers named the Assessment Reform group (ARG) were formed by the British Educational Research Association (BERA). The group had the task to take account of relevant research and evidence in regards to assessment for policy and practice. In 1996 BERA’s support ceased and was taken over by the Nuffield Foundation till the ARG dissolved in 2010. It was in 1996 that the foundation funded Paul Black and Dylan Wiliam members of the ARG to review literature on the use of assessment to help with learning. As a result, evidence was found that ‘formative assessment’ could help to improve learning and the findings were published under the title ‘Inside the black box’. The ARG was one of significant influences on the design of Scotland’s Assessment is for Learning (AfiL) initiative which aimed to develop assessment in learning in Scottish schools. This essay will discuss and explore how effective formative assessment of pupils’ progression can be carried out.
4.4 explain how assessment arrangements can be adapted to meet the needs of individual learners
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.
(c) Here you will find an explanation of how 2 assessment methods can be adapted to meet individual learner needs.
The assessment process may have to be adapted to be suitable to the individual learner’s needs such as learning support for those with learning difficulties needs to eventually lead to the same outcome.
Within the classroom their needs to be a variety of assessment strategies as not all learners will be able to express their knowledge to the best of their ability in some forms of assessment.
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.
From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also
Educators can utilise assessment to determine what learners bring into a learning cycle so as to develop instruction tailored to learner’s requirements and to build on existing knowledge and skills (Spiller, 2009:6 & 7). This diagnostic purpose can be further used to determine if learners require further instruction and to assess if learners are prepared for the next stage (Dreyer, 2014:7).