CU3820 Principles of Assessment in Lifelong learning Essay

1.1 Explain the types of judging utilize in womb-to-tomb acquire.To Measure (assess) the breadth and depth of study (Geoff Petty 1998) I, as a t separatelyer essential ensure that my pupils exit down the stairsstand the targets and goals put for them. This is achieved by victimization perspicacity practises.Blooms Taxonomy of Learning breaks d stimulate the organize of assessing and eruditeness thus Creating Evaluating Analysing Applying Understanding Re subdivisioningThese methods as well as enable me, as a instructor to measure success within the classroom. To adjudicate whether learning is taking place, thither argon three mind methods to use.Initial perspicacityTo assess the learning capabilities of the bookman an initial judgment allow for payoff place. This pass on enable me to determinusine whether there argon both learning difficulties that may affect the learning and teaching play. iodine time some(prenominal) difficulties are found the relevant support mickle be given to the savant. fictile mindThis method is used to monitor the learning shape up of the learners during the course. It will enable me to provide feedback on their circulate and also give the learner the opportunity to give me feedback on my surgical procedure. This method house also highlighting ant problems that may regard o be addressed.Summative judgmentSummative sound judgements takes place at the end of each course or learning session. It will assess to what extent learning has been achieved and to enable me to re-evaluate my own teaching methods. This will allow verifiers to assign course grades and certification.1.2 EXPLAIN THE habituate OF METHODS OF ASSESSMENT IN LIFELONG LEARNINGTo explain how assessments delegate progress and achievement, it is essential to learn what an assessment is. Assessment for learning is a term used to describe how evidence of savant learning is recorded by me the teacher and is used by both students and teache rs to decide where a student is within their learning and what they need to do better or to aliment to the level that they are working at.Assessment for learning is a very effective way to put on record that learning and in effect(p) teaching are being achieved. Assessment for learning is a colligation process betwixt student and teacher where both are meshed in an on-going process of student progress and development.The assessment to use will depend on the subject in my case spanish and whatever requirements of the presidencys involved. Although all teachers should use some initial assessment to identify needfully of the learner and to see if they have any previous experience in the language work tick to them which in my subject would be spanish.Assessment methods spate be recorded for base or individualls to reflect on the ability of the students. The student or learning group and the activities you select and the learning outcomes might affect your choice of assessme nt methods in a lesson. constructive assessment takes place during learning with the purpose of improving learning and involves me as the teacher giving feed back into the learning process to avail me as the teacher, to decide whether a student is ready to move on or necessarily to practice what is being learnt, or has still save to learn.It is usually the teachers final decision as to whether a student is ready to move on to the next stage of the course. pliant assessment squirt take a variety of forms mates and self-importance assessment, verbal and written, questioning and tell aparting.Summative assessment happens at the end of a course. To measure and talk to the student/groups about what they have learned so far in the lessons. Summative learning is less about communicate and improving the learning process except more about measuring rod the end precede for example end of year exam.1.3 Compare the strengths and limitations of assessment methods to meet individual le arner needsStudent questioning is an effective way for engaging students within the learning process, obtaining existing familiarity of the chosen course and demonstrating, takeing and understanding of the students enables me to informally yet pliantly assess their knowledge and the understanding of the progress the student is making with their studying. For example at the root system of my micro teach session, which was a De-fragmentation learning exercise, I asked the group if any of them had any previous experiences. This aided me in what level to teach the group. A good ice-breaker bed be used as a group activity, as in my micro teach i got the group to counterchange questions and answers with the somebody next to them to get the group engaged. I then dealt with each learner individually by asking them how they were getting on and if they tacit the subject. This simple but effective method engaged the group, then I could address the learners individually and provide indiv idual needs for the say learner.David Miliband utterWe need to do more than engage and empower pupils and parents in the pick of a school their engagement has to be effective in the periodic processes of education, at the heart of the way schools createpartnerships with professional teachers and support mental faculty to deliver tailor-made services, In other words we need to extort individual empowerment within as well as between schools.ReferencesMilliband,D (2004)Personalised learning meeting individual learner needs create by The Learning and kills Network2. Understand ways to involve learners in the assessment process.2.1. Explain ways to involve the learner in the assessment process.Carol Boston says Black and William (1998b) define assessment broadly to embarrass all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. Under this definition, assessment encompasses teacher observation, classr oom discussion, and analysis of student work, including homework and tests. Assessments become formative when the information is used to lodge teaching and learning to meet student need. Where and how do we include students in the formative assessment process? What is the role of technology in this feedback steering wheel?Formative assessment, as I understand it, is an on-going process where both teachers and students evaluate assessment evidence in order to make adjustments to their teaching and learning. Robert Marzano has called it angiotensin-converting enzyme of the more powerful weapons in a teachers arsenal.The formative assessment process can strengthen students abilities to assess their own progress, to countersink and evaluate their own learning goals, and to make adjustments accordingly. Formative assessment can also elicit valuable feedback from students about what teachers are doing effectively and what they could do better.Student Self-Assessment and ReflectionAct ivities which promote meta-cognitive pretending and ask students to reflecton their learning processes are key to the formative assessment process. When students are asked to telephone about what they have learned and how they have learned it (the learning strategies theyve used), they are better able to understand their own learning processes and can set late goals for themselves. Students can reflect on their learning in many a nonher(prenominal) ways answering a set of questions, drawing a fit or set of pictures to represent their learning process, talking with a partner, retentiveness a learning log or journal, etc.Goal SheetsHaving students set their own goals and evaluate their progress toward achieving them is an effective part of the formative assessment process. Goal setting has a positive effect on student motivation and learning when the goals are particularised and performance based, relatively short-term, and more or less difficult. Goal sheets are an effective way to help students set goals and drag their progress. It is best to identify specific goals. For example, I will read in English for 20 minutes each night is more specific than I will read more. Also, goals need to be achievable in a short period of time and not impossibly difficult. The teacher can model how to set effective goals and also how to evaluate whizzs progress toward achieving them by asking students to periodically write or talk about what they have achieved, what they still would like to achieve, and how they will do it.2.2. Explain the role of friend and self-assessment in the assessment programmeF. Dochy (2006) said The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the blood between learning and its assessment, and has influenced to a large extent the development of unfermented assessment forms such as self-, peer, and co-assessment. Three questions are discussed (1) what are the of import findings from r esearch on new assessment forms such as self-, peer and co-assessment (2) in what way can the results be brought together and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages studentsto become more responsible and reflective. The article concludes with some guidelines for practitioners.Principles for using self and peer assessment1. The purpose for using self and peer assessment should be explicit for staff and students A study cogitate for using self and peer assessment is for its role in growing students skills in improving learning and in helping students to improve their performance on assessed work. Additionally, it has a place as a means of summational assessment.2. There is no reason why peer and self assessment should not contribute to summative assessment In many such cases such asse ssment will not contribute a major proportion of the mark until it has been well tried and tested. However, in a well-regulated scheme, there is no reason to limit the proportion of the marks involved. It is particularly classic that the principles below are noted.3. ModerationFor any situation in which the mark from peer or self assessment contributes towards the final mark of the module, the member of staff should maintain the right to moderate student-allocated marks. The initial step in alteration of a student-allocated mark may be negotiation with the student(s) concerned.4. Instances of unfair or inappropriate marking need to be dealt with sensitively either instances of collusive (friendship) marking need to be dealt with sensitively and firmly.5. The eccentric of feedback on student work must be maintained In situations of self and peer assessment, students are usually in a specify to learn more than from situations of nurture-marked work. They learn from their engagem ent in assessing and frequently from oral, in addition to written feedback. However, the tutor should monitor the feedback and, where appropriate, elaborate it to ensure that students cop fair and equaltreatment.6. Assessment procedures should always involve use of well-defined, publicly-available assessment criteria While this is true of all assessment, it is particularly true where relatively untried assessors (students) are involved. The assessment criteria may be developed by the tutor, but greater value is gained from the procedure if students are involved in exploitation the criteria themselves.7. Involvement of students in assessment needs careful planning many students see assessment as a job for staff, but at a later stage they are likely to recognise the benefits to their faculty member learning and skill development. Initial efforts will take time and tutor support. For these reasons, it is preferable that the use of peer and self assessment is seen as a strategy to i mprove learning and assessment across a hale programme. The common situation is for these assessment procedures to appear in isolated modules, lots not at level 1.8. Self and peer assessment procedures should be subject to particularly careful monitoring and evaluation from the tutor and students advert of view It can take time for such procedures to run swimmingly and for this reason, the initial involvement of relatively few marks or solely formative assessment is wise. Student feedback to the tutor on the procedure will be important.9. The use of peer and self assessment should be recognise as skill development in itself Such procedures are not just another means of assessment but represent the development of self-appraisal/evaluative, analytical, critical and reflective skills. These are important as employability skills and can be recognised in the learning outcomes of a module.ReferencesDochy,F (2006) Studies in Higher Education. publish by Web of Science(2006)3.1. Explai n the need to assert records of assessment of learning. insert keeping is part of the role and responsibility of the tutor and some lots these records are required by law or codes of practice in the institution or industry. But there are boundaries and legislation regarding what can be collected and kept and how it can be used. The Data security measures Act 1998 states that records must be kept securely, be relevant and not excessive, accurate and up to date and not kept for longer than necessary. Students can request a copy of all information held about them under The Freedom of Information Act 2000. All important things to bear in mind.The need for keeping recordsI like that you are forced to think about why there are these records, not just what they are or how they work. Why are these records being kept, to what end? Track progress Prove achievement Identify issues such as low attending / learning difficulties Ensure all sections of course have been completedIt could be that a lot of these are required by your institution. But Im not sure thats the best answer because I have to. Take it one step further back and think about why the organisation requires you to keep or submit them. Once youve thought about what records you need then it is on to how you collect and categorize that information.The types of records you would maintainA lot of this focuses more on the pastoral side, which I think is nice. Make sure you show a variety of types of records, to show you have thought about the full spectrum Attendance and assessment Everything in between Tutorials, one to ones, learning reviews / goals / plans3.2. Summarize requirements for keeping records of assessment in an organisation. book of accounting and Keeping Assessment ResultsMost organisations have a process in place for recording the results of assessments, and so does your Registered Training Organisation. It is not grotesque as well for assessors to maintain their own records in case of any follow up or appeals. A generic approach would be Assessor either records or passes on the results for recording Assessor checks that the result has been accurately recorded Result provided to learnerThere are several(prenominal) reasons why the results need to be kept Feedback to learner Legislative requirements Record in case of appeal Company records for future training needsRecognition of Prior LearningAnother reason to maintain a record is for the recognition of prior learning and credit transfer processes. If outcomes can be matched by different training organisations detailed records of exactly how power is assessed simplify the process. It also means, the competency a learner has acquired in one environment may be considered in another, different environment. With records a learner can apply to have prior learning recognised oftentimes before commencing a new training program. While it is necessary to keep a record of the actual result, it can be useful to also keep deta ils on how the assessment was made.Training Records and ConfidentialityGenerally speaking, the alone way an external person is able to access anotherpersons record is with the written permission of the person involved. Access to records must be restricted for the sake of confidentiality. Generally, managers and supervisors have limited access to personalized files, but consider Who should have access to assessment records? Why would they need the information? What level of detail do they require? Each organisation will have a policy and procedures for access that should comply with honorable and legal obligations. It would be worthwhile checking your store policy and procedures in copulation to this area.