Unit 3 – Enabling Learning and Assessment.
Task Three – feedback and assessment.

Following any assessment it is vital that the learner receives feedback so that they are able to develop and learn from the experience. The University of Edinburgh (2014) suggests that ‘feedback plays a vital role in sustaining excellence in teaching and learning’. I feel that this summarises well the purpose of feedback in assessment and creates an enabling environment for learners where they are able to learn and develop.

Every assessment must be followed by feedback to enable the learner to grow and develop in their skills as well as receive praise for the positive work that they have carried out thus promoting motivation and confidence in the learner. When carrying out assessments directly with the student using methods such as observation, questioning and professional discussions verbal feedback would be given immediately. The student would be encouraged to reflect on their own practice considering what went well and what could be developed for future practice. This would then be followed up with formal feedback once the assessment had been written up and marked against the criteria. When the student receives this they would be asked to offer feedback on the assessment method used, how the task went, what they felt they had achieved and where they could make changes or develop for the future. Asking a student to reflect on their own practice would link to Kolb’s Experimental Learning Style (Simply Psychology, 2013) by encouraging them to move through the stages of learning by reflecting and reviewing the learning experience. I have included a sample of feedback that I have given to a student following an observation in appendix one. The feedback that I gave followed the praise sandwich technique (Hanson 2007) and began by offering the learner some positive feedback on their assessment, followed by areas that they could consider in the future to extend performance and ended on a positive tone. This type of feedback will motivate learners to develop and grow as guides them positively and constructively in areas for development and growth. During the feedback I gave the learner clear instructions on what she needed to do following the assessment as well as picking out her key strengths that were evident during the assessment. I feel that when I gave the learner the areas in which she could develop the feedback was given in a constructive yet suggestive manner therefore not hindering her confidence for future assessments. Following all assessments students are encouraged to give feedback on the assessment method used, the support they received and how the assessment went I have include a variety of feedback that I have received from learners in appendix two. The feedback that I receive allows me to see if the support the student received from me was appropriate to their need, whether the assessment method was clear for them to follow and whether they agree with my assessment decision. This feedback then helps to inform future assessment methods selected and supports the development of my skills with the learners.

Within my role as an assessor there is a clear auditable trail of feedback which is tracked on the electronic portfolio. This is to ensure quality and can be seen by the External Quality Assurer during their annual visit or if they would like to sample work remotely under the recommendation of the awarding body. I was able to use some feedback that I received from my Internal Quality Assurer to improve my practice on future assessment plans. This feedback is shown in appendix three. During this feedback it was suggested that because the learner needed additional support to complete the explanation that I could make my original assessment plans more in depth to guide and support the learner of the requirements at the beginning. Following this feedback I could see that this was something that I needed to develop and improve