Taqa Unit 1

2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:

| To achieve the criteria the evidence must show that the learner is able to:

The evidence I am addressing is 3b: The student demonstrates advanced knowledge and skill relative to assessing learner needs. The competency is: The student is able to use ability, achievement, and behavioral assessments to plan educational programs that are responsive to multiple perspectives and can be implemented in a variety of settings.

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

Pupils learning and progress needs to be measured against objectives using ongoing assessment methods. Formative assessment methods are ongoing, they are used to check progress continually during learning . These techniques include using open ended questions which encourage pupils to think for themselves and use their own ideas rather than being influenced too much or led by the adult. Observing pupils is a formative assessment method which allows us to gather lots of knowledge about how pupils are progressing. It reveals how they work, interact with others, preferences, strengths, weaknesses etc over a period of time. Observations can be informal and take place on an ongoing regular basis or can be formal direct observations. Listening to pupils describe their work and reasoning, to hear about pupils understanding

After I had a generic idea of the lesson and a complimenting activity that would engage students, I created the learning objective that went along with the lesson. Because learning objectives set up what a student needs to learn and demonstrate by the end of the lesson, these were vital for setting up the path of the lesson, driving my instruction, and determining a criterion for mastery of the content of the lesson.

Students explore the idea that anyone can publish on the Internet, so not all sites are equally trustworthy. They need to carefully evaluate the sites they use for research, and then decide which ones they can trust.

Assessment can be influenced by many factors that can prejudice the opinion that is arrived at. Ensuring that assessment is fair and objective is a constant process and one way to ensure that it is fair and objective is to be aware of the elements that may affect your judgement. These can include:

a. What are your feelings and reactions to the use of testing and assessment in treating clients in counseling psychotherapy?

For the learner’s evidence to be sufficient, it needs to relevant and proves that the learner is competent. The evidence must mean something to the learner and must not just be used for the sake of it. The evidence must be clear and logical and must meet the learning outcomes and assessment criteria.

Any evidence submitted for criteria requiring the practical demonstration of skills, eg role plays or the ability to work independently, must be supported by observation sheet(s) signed by the assessor and identify how the specific criteria have been met. The assessment strategy must be designed to suit the needs of the individual learners

In determining whether a student has demonstrated achievement, the teacher should consider evidence gathered at the end of the reporting period rather than at the beginning of the reporting period. The teacher must collect data from multiple data sources

| To achieve the criteria the evidence must show that the learner is able to:

1. Were the reason of the assessment straightforward? Assessments tasks and goals must be well explained and clearly communicated.

The first component in assessing student learning is thinking about the instrument that will be used to gather evidence and make sense of what students have learned and understand about their learning progress. Assessment instruments vary in form and include essays to synthesize knowledge, presentations, test worksheets etc., but any assessments must be aligned to measure learning targets and state standards at the appropriate levels of understanding. In many cases, as seen in Figure 1, teachers make sense of the evidence they collect from assessments by making tables and graphs that represent the quantitative measure of student knowledge before and after instruction.