Assessment and Learner
Assessment and Learner
Learning OutcomesThe learner will:| Assessment CriteriaThe learner can:| Learner statement | 1. Understand types and methods of assessment used in lifelong learning| 1. 1| Explain types of assessment used in lifelong learning| Assessment can be Formative and should take place continually throughout my learner’s time to allow for development, by simply asking them questions and observing their actions can help give on-going feedback to enable my learner to develop further before a summative assessment takes place. And it can also be Summative and usually takes place at the end of the program or unit or at the end of the qualification.
Formative assessment takes place a lot throughout the learner’s qualification. When I see a learner I plan an activity to do, but at the end of the hour I give formative feedback letting the learner know how well they have done or an area which they need to improve on. Also within that hour I often ask the learner questions as I feel that questioning is often the best way to assess knowledge and make sure what you have said they have actually taken in and understood. By giving them feedback after each hour it will boost their confidence, motivate them as they will know what they’re doing.
With every type of assessment we carry out with our learners we do formative feedback, and below are how:Observations – we observe the learner and again after conducting the observation I will sit with the learner and ask them questions to ensure they understand i. e. I did an observation on my candidate doing a review meeting and afterwards I asked him questions such as why did he do the review meeting then after I gave him feedback and again when I wrote up the observation I wrote feedback on the observation. Guided discussions, written questions are the same as observation we again give formative feedback.
In customer service we do formative assessment every week leading up to the summative assessment each week we set the learner work which includes activities such as a puzzle, crossword or mini questions then the following week I will go through it with them and see how they got on giving them feedback such as the strong areas and areas where I think a little bit more learning is required. After 10-12 weeks the learner will then have a test to test their knowledge of that unit (summative test) if they pass it, it will had shown that they have gained all the relevant knowledge.
Formative assessment is a great way of ensuring that the learner is ready for a test. Summative assessment has the advantage of seeing how much of the unit or course they understood or if it was at the end how competent they were. | | 1. 2| Explain the use of methods of assessment in lifelong learning| There are two types of assessment methods, formal and informal. Formal assessment activities will count towards the student’s achievement of their qualification. Examples of formal assessment include written assignments, questioning such as guided discussions, witness statements etc.
Informal assessments take place on most meetings with the learners for example they could include quizzes gapped handouts, role plays etc. In order to motivate the learners and get them bonding a variety of informal assessment can be used to engage the learner and to assess what they have understood so far. When assessing when I’m on the NVQ I tend pick the type of assessment method depending on the learner as every learner has different learning styles such as some learners find writing what they mean down difficult so I will tend to do guided discussions with them as opposed to written questions etc.
| | 1. 3| Compare the strengths and limitations of assessment methods to meet individual learner needs| method| advantages| disadvantages| observation| Its authenticOne observation could cover a few of the standardsLow disruption for the candidateExample: if the candidate is busy you can follow them and not interrupt them and you might observe several things like I did with my candidate. It allows for holistic approach| Its time consumingYou might not get anything out of the observation.
Example: you could be there observing for an hour and all that might have happened is the learner served one customer. | Guided discussion| Some candidates can discuss better than writing It’s reliable and valid especially if recorded. Example: I have a learner who finds it hard to structure her assignments but when she comes to discuss the topic she has no problems so by having a guided discussion with her it means she shows her compentacey of knowledge in that area and because its recorded its reliable and valid not to mention fair because its what’s best for the candidate.
| Some of the learners might not be confident and may talk too much about points that are not relevant before you get to the answer that’s needed. | examining| Its reliable, valid and fairIt shows what the candidate has learnt. | It only shows the knowledge they have learnt and not the practical side Might not do as well in exam conditions due to nerves or a disability| Questioning | Enables to assess the knowledge that individual has in that area. Can be written or spoken. Example it can be used if the candidate has not gone into enough detail if they have written a personal statement etc.
to provide evidence of their understanding. | Some people struggle to write what they mean yet when you ask them they can tell you the answer straight away,One of my learners really struggled with written questions and for this reason I did guided discussions as when I asked her the questions and related it to her work she answered the question very well and approached it with confidence. | Witness testimony| Can provide evidence to establish consistency in a candidates practice It can also evidence events which are difficult to plan and observe.
With one of my learners when I was observing them I couldn’t get an observation to show them dealing with problematic customers so this was a way I could get the evidence as her manager had witnessed it| It’s difficult to check validityAnd sometimes it’s hard to get the managers to do it due to time. | Personal statements| It’s a reflective account on what they doIt’s great when you are struggling to get the evidence through other approaches| They could extend the truth Authenticity could be questioned| Recognising prior achievement.
| Prior learning or achievement can be academically acknowledged allowing them to receive credit from previous qualifications| It may be out dated or not relevant. | | 2. Understand ways to involve learners in the assessment process| 2. 1| Explain ways to involve the learner in the assessment process| Sometimes the candidate may be included in the assessment process, by writing up personal statements. We may get the learner to write a personal statements as it gives the candidate their account on what we need to know and we would use it where we can’t get the evidence in any other form.
Candidates will also be used when we are doing guided discussions; this is important when our learner struggles to write what they need to but find it easier. As the NVQ is to assess the candidate in their work role it is important to include them in the assessment process to get the best out of the learner and to get the work from them. | | 2. 2| Explain the role of peer and self-assessment in the assessment process| Peer assessment involves the students assessing and giving feedback on another’s students work or performance.
This can have many advantages as you get a wider range of feedback instead of just of one teacher, it also reduces teacher assessment as well as bonding the group, and it gives a broader view of opinion as well as increases the attention of the students as in order to give feedback they will have to listen in more depth. However this type of assessment could cause problems in the sense most of the students won’t have the feedback skills required and so they may be critical on areas that don’t require feedback, also the many of the students won’t understand the assessment criteria so again this can cause a problem.
Another disadvantage that may occur again is clashes of personality so if there is a clash one student may criticize more harshly than another. Self-assessment is whereby the student reflects upon his or her own work or performance. This encourages the student to make self-reflection it also encourages them to check their own progress and also mistakes can be conveyed as opportunities as you know your original plan so can highlight and pin point the weaker areas more easily.
The disadvantages of self assessment is that you can be highly critical of yourself or simply not critical enough, it also narrows opinions and again students need to understand assessment criteria| 3. Understand requirements for keeping records of assessment in lifelong learning| 3. 1| Explain the need to keep records of assessment of learning. | Explain the need for keeping records and describe the types of records you would maintain. Record keeping is an essential element without which it would be impossible to ascertain many important factors integral to teaching. “There are three reasons why we would keep records.
1. To meet health and safety or other legal requirement s. these include records such as a risk assessment that will need to be filled out and the learner will have to sign a data protection form as well as being given a complains form. 2. To meet educational requirements for example as it can help teachers to evaluate if the teacher needs to improve any aspects of the teaching programme, as an assessor we have to complete a form every time we see the learner to show what we have planned what we did and to give them feedback again this will help track the learners progress and to try keep them up to date.
3. To meet external organisational requirements” for example Ofsted and external verifiers by keeping these records it helps us to track the learner’s progress and to make sure that we as assessors are delivering the course properly to the standard required of us. The need to keep records of assessment of learning is so that we can see a record of what the learner has done and achieved and store it to show that the learner is competent within his or her job role.
We need to show that we have made regular contact and the type of assessments we have used to judge whether the learner is competent or not, and by keeping this records it acts as evidence that we have ensured they are competent and have the knowledge required to achieve the NVQ| | 3. 2| Summaries the requirements for keeping records of assessment in an organization| The type of records you would try to maintain as an assessor are as follows: 1. Planning records.
These records are in place to show what the candidates are doing and when the unit has to be done by. This has to be maintained in order to keep the candidate on track and to make sure the correct work is being done and the correct units are being followed. It also helps keep you to the deadlines of the work. 2. Non assessment visit reports. These records are used to say what happened at each visit and to state was work was given for the next visit. These are important as they are used as evidence. 3. Recordings of guided discussion.
When we do a guided discussion with one of our learners we will record the guided discussion and write it up. We will then place the recording on a secure area to keep in case the EV needs to see it 4. Assessment review record. This is when we carry out an assessment such as a guided discussion or observation the evidence is recorded on this form. And we keep these in the learners file. We need to keep records as we need to track our learner’s progress and collect evidence in order to prove they have competency within their job role. |
Subject: Educational psychology,
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 25 September 2016
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