To enable learning is to equip and facilitate the learner with all the necessary skills required to understand and retain knowledge. One way in which the teacher can ensure that learning has taken place is through the medium of assessment – to evaluate what the learner has taken on board.
Assessment methods help form a vital stage of a learner’s journey helping them to draw on skills they have acquired, and aids in the consolidation of the knowledge learnt. From the perspective of the teacher – assessment gives the advantage to better understand the learner’s level of knowledge and understanding relating to a given topic. This understanding feeds into to assist in the tailoring of each class The summative assessment is nearly always a formal method of assessment and is so placed as it is the deciding element in which it is judged whether or not the learner has achieved the criteria set for the award – in this case for an NVQ/Diploma in Painting and Decorating. In order to determine if the criteria has been met the final assessment takes the form of a final exam, in which the material learnt over the duration of the course is brought together to assess the students grasp of the subject matter as a whole. This final exam could be a written paper, or a practical assessment where observation is required to ensure that the necessary skills have been mastered to an acceptable standard. A final portfolio of work can also be used to achieve this - by drawing together work completed throughout the course.
In order to provide valid, reliable and appropriate assessments it is vital to conduct each stage in compliance with the principles of assessment. It is also important that the correct type of assessment is conducted for the given subject, and the reasons for carrying them out are clear, with a specific goal or target, and are all fair and equal – thus helping learner’s to foster learning and accomplish the set goals.
The main principles of assessment to consider are reliability, validity, sufficiency, current in nature and authenticity - these principles must
Related Documents: Enabling Learning Through Assessment Essay
Planning and Enabling Learning This assignment will discuss the four major groups that are considered when planning and enabling learning. The first group is Negotiating with learners; for example creating an initial assessment, agreeing goals and actions. To negotiate with learners there is a need to make an initial assessment, this is the first step of the teacher training cycle, knowing your learners and finding your learners needs. This gives an insight to the student’s achievements…
Planning and Enabling Learning This assignment will be looking at four key areas in the planning and enabling learning unit. It will define the different sections of the module from negotiating with the Learner, inclusive learning, functional skills and concluding with communication. It will show that through research, I have been able to demonstrate that I have an understanding of how planning and enabling learning relates to the practical and theoretical side of teaching. How I am able to cater…
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…
Planning and Enabling learning unit 2 Précis I used the internet to research all areas of planning and enabling learning in unit 2, as I felt it offered depth and detail, as well as convenience. However, I also referred to Planning and Enabling Learning in LLLS by Ann Gravells & Susan Simpson, as well as Geoff Petty Teaching Today - A Practical Guide. As a result of my research I am now able to recognise and define the process Initial Assessment and the connection it bears with negotiating…
Learning Outcome 1: Understand the purposes and principles of early year’s frameworks. 1.1. Explain the legal status and principles of the relevant early years framework/s, and how national and local guidance materials are used in settings. The EYFS (Early Years Foundation Stage) was giving legal status in September 2008 under orders and requirements of the Children’s Act 206. It has been mandatory for all OFSTED registered schools and early years providers to comply to the EYFS requirements to…
Assignment: Analyse inclusive learning approaches to learning and teaching. Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000:…
sessions fun and inspirational; maintaining a positive learning environment; being supportive; acting as a role model; enabling learners to feel safe; being inclusive; being friendly and approachable; facilitating communication; providing constructive criticism; giving learners the tools to find answers for themselves; applying a variety of learning styles to teaching; empowering learners to feel they can achieve their potential; assessing learning and good understanding; applying relevant information…
012 Principles of Assessment in Lifelong Learning College roll 260 Muhammod jubayer ahmod chowdhury As a lifelong earning teacher training cycle begins with an initial assessment of the learners, This formal method involves comparing performance with stated intended competencies—by self assessment, peer assessment, or objective testing—and planning education accordingly where I must identify individual needs, such as special needs and learning styles. It is also…
Principles and Practices of Assessment 1.1 Function of assessment in learning and development Assessment enables the assessor to measure and record learner achievement. It also enables one to identify individual learner needs through formative assessments as you are working with the learner throughout, identifying what the next step should be. Formative assessments are a continuous process used to provide feedback to the learner. It could also be through summative assessments whereby the assessor…
Certificate in Teaching in the Lifelong Learning Sector Theory 2 This assignment will look at the four main areas of the Principles and Practice of Assessment, including different methods of assessment that are relevant to my own expertise and how they effectively meet the individual needs of my learners. The assignment will also show how I promote learner involvement and personal responsibility in form of peer and self assessment and in addition to this, how feedback…
