Analysis_of_the_Links_Between_Assessment_and_Learning_in_Own_Subject_Area_with_Reference_to_Issues_of_Equality_and_Diversity

Analysis of the links between assessment and learning in own subject area with reference to issues of equality and diversity Within the world of education and training a student is tested to assess there ability. To discover whether or not the student could perform a specified task, or has been able to master a new skill. The role of the Teacher is to assess the extent to which the student can now use those skills. Ecclestone identifies 3 forms of assessment commonly used in FE Diagnostic, Formative and Summative assessment. These are also used in HE. In general all forms of assessment are designed to measure some aspect of the student’s performance. In order to do this effectively and fairly assessment methods should be matched closely with the demands of the course and the needs of the learner Checking learning and generating feedback are essential ingredients of all effective learning activities. Using a variety of assessment methods ensures that all learners are able to reflect on their learning and review areas for development. This enables you to identify learners’ needs relating to anything from a disability to cultural history. Developing effective questioning techniques enables you to explore aspects of equality and diversity more deeply. Reflection, as part of learning conversations, enables exploration of challenges and ways to resolve issues. Definition of diagnostic assessment from the Northbrook College Assessment guideline 2010: “Diagnostic assessment enables attributes or skills to be identified in the learner that suggest appropriate pathways of study, or learning difficulties that require support and resolution” Initial assessment All students should be initially assessed when starting a new course to help complete a course profile. I have observed the assessment of the learner at interview stage through, application, to the first induction session to the college, where information is shared between the student teacher to assess what is help may be needed. The college uses the Vark questionnaire to help initial assess how the student learns best, some courses have a short literacy, language and numeracy (LLN)test at the beginning of the year to help gage what level the student is at students. This initial assessment of a learner’s LLN may draw out additional needs, such as dyslexia or Dyspraxia. From the initial assessment a group profile should be formed by looking at the all information collect from initial assessment i.e application VARK questionnaire, LLN test, any other information gathered in the initial tutorial with the student. The course profile then plays a key role in identifying learner needs for any teacher that is taking that group of students. I have observed this system in action, the online register EBS also contain group profiles that identifies the needs of each individual learner. Definitions of Formative assessment from the Northbrook College Assessment guideline: “Formative assessment is designed to enable the learner to obtain feedback on his/her progress in meeting stated objectives and reviewing goals” Formative the chance to feedback I have witnessed two assessments taking place a traffic light review which is mid-way review completed on a one to on basis with the student report is used on the National Diploma courses as these are between 16 and 19 they are currently trying to implement a scheme where these review get sent home to the parents. This was meet with a lot of frustration from the teachers of this department as they felt that the assessment and traffic light reviews already took up a lot of time. Speaking to the teachers on this issue, traditional, formative assessment was not a major role in this course, originally student were given a more informal one to one tutorials as a form of formative feedback. The traffic light reviews consist of a full review with the student self-evaluation, tutors feedback and set aims for the student to achieve. Although I feel this technique, helps support the student more with clear aims set and negotiated with the tutor. I feel this takes some of the work away from the student. This type of assessment doubles the workload for the teacher. If this report was then to go on to the parents this would create more time work for the teacher. Although During the traffic light review a student was identified to be struggling with written work after talking with him it was suggested that he may need further support through the college with his written work. This was not picked up in the initial LLN test and is not in the group profile. Equality is about ‘creating a fairer society, where everyone can participate and has the opportunity to fulfil their potential’ (DH, 2004). It is about identifying patterns of experience based on group identity, and the challenging processes that limit individual’s ‘potential’ health and life chances. Group profile should be used to help establish identify group’s needs, I have observed many groups that do not have a group profile this is a really useful piece of assessment that is need to create an environment where student can reach the full potential as they are given the support they need. Definitions of summative assessment from the Northbrook College Assessment guideline 2010: “Summative assessment provides the means whereby a clear statement of achievement or failure can be made in respect of a student’s performance in relation to stated objectives.” Summative At degree level students are assessed at the end of each unit by displaying work in there studio space or by submitting work in a portfolio. The tutor will then go round with the course leader and spend 20 minutes on each students work. The tutors have a criteria which they are looking at which has been established alongside the scheme of work. Both teachers will give a number of points they feel the student has achieved they will then take the average of this and convert it in to 1, 2, 2.1, 2.2, 3. While marking they take into consideration individual students profiles i.e have they join the course late, what has their attendance been like. This is also another method or trying to identify students that may need further support. Conclusion To summaries Testing and assessment take up large slice of teachers' time but is a valuable tool to assess the learner’s needs. By assessing the learner the teacher can identify the learner’s needs for progression, or for further support. All 3 forms of assessment play a critical role in helping the teacher establish the needs of the student, although this may be lengthy proses for the teacher the best form of support to help develop the student further is feedback. Feedback would not be able to take place without assessment. Bibliography Books Eccestone, K. (2007) Commitment, compliance and comfort zones: the effects of formative assessment on ‘learning careers’ in vocational education, Assessment in Education. 14, 3, 315-333 Keesing-Styles, L. (2003) Radical Pedagogy, The Relationship between Critical Pedagogy and Assessment in Teacher Education Tummons, J (2005) Assessing Learning in Further Education , Exeter: Learning Matters Websites Learning and Skills Improvement Service (LSIS) 2009 http://www.faculty.londondeanery.ac.uk/e-learning/diversity-equal-opportunities-and-human-rights/what-is-equality-and-diversity http://www.idea.gov.uk/idk/core/page.do'pageId=5145172 http://www.acas.org.uk/index.aspx'articleid=818 http://webarchive.nationalarchives.gov.uk/+/http://www.homeoffice.gov.uk/about-us/equality-and-diversity1/ http://www.lluk.org/3150.htm https://www.hefce.ac.uk/pubs/hefce/2004/04_14/ http://www.lsis.org.uk/Pages/default.aspx